5th Grade

Common
Core

All Standards
Mega BundleCreated by Alexis Sergi
© Math Mojo LLC
www.teacherspayteachers.com/Store/Math-Mojo
 Table of Contents
Page Number

About this Resource 3

Operations and Algebraic Thinking 4
Numbers and Operations in Base Ten 15
Number and Operations - Fractions 31
Measurement and Data 48
Geometry 62
Thank you and the Fine Print 75

If you like this product or would like to purchase additional licenses please visit my store at
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* This publication was created and is copyrighted © Alexis Sergi. All rights reserved. This product is bound by copyright laws.
Redistributing, editing, selling, or posting this items (or any part thereof) is strictly prohibited. This also includes distributing this
product on the Internet which is strictly prohibited without first gaining permission from the author. Violations are subject to the
penalties of the Digital Millennium Copyright Act. Please contact the author if you wish to be granted permission. Please email me
at math_mojo@aol.com
These assessments are meant to be used by the teacher who purchased them. Please
purchase additional licenses if these are intended to be used in more than one classroom.
 About This Resource
This resource can be used in the days or weeks before testing, as an
end of unit review, or as a spiraling review during the year. There is a review
for each standard in each domain. These reviews are meant to give
students a quick refresher on various skills and to help pinpoint areas where
students need more work.
Each review page has 4 multiple choice problems and 1 extended
response question. This allows students to practice a variety of skills, but
have a manageable amount of work. You can do 1 review daily to
complement your daily lessons or you can do several reviews as part of a
more intense test prep session.

Tips For Using This

Resource
*Give students immediate feedback.
* Instead of telling students the correct answer when they miss a question,
have the students correct it in colored pencil (leaving the incorrect answer
in pencil). Students have the opportunity to correct small errors on their
own or you can work with individual or small groups of students who are
still struggling.
* Use this practice to guide your review and determine areas where students
need extra support.
* Pick and choose the reviews based on students needs.
* Complete 1 review per day. Work with the students who are struggling in a
small group.
* If you don’t have time in class to review, these make excellent homework
assignments.
* As students work on these give green pens to the students who solve all
the problems correctly. Let those students help check other students work
or “coach” struggling students.
 5th Grade
Common
Core

Operations &
Algebraic Thinking
Created by Alexis Sergi
© Alexis Sergi
www.teacherspayteachers.com/Store/Math-Mojo
 Table of Contents
Page Number

5.OA.1 6
5.OA.2 7
5.OA.3 8
OA Review 9
Answer Key 10 - 11
Data Tracking Graphs and Charts 12 - 14

If you like this product or would like to purchase additional licenses please visit my store at
www.teacherspayteachers.com/Store/Math-Mojo
* This publication was created and is copyrighted © Alexis Sergi. All rights reserved. This product is bound by copyright laws.
Redistributing, editing, selling, or posting this items (or any part thereof) is strictly prohibited. This also includes distributing this
product on the Internet which is strictly prohibited without first gaining permission from the author. Violations are subject to the
penalties of the Digital Millennium Copyright Act. Please contact the author if you wish to be granted permission. Please email me
at math_mojo@aol.com
These assessments are meant to be used by the teacher who purchased them. Please
purchase additional licenses if these are intended to be used in more than one classroom.
 Evaluating Expressions
Name________________! ! ! !
5.OA.1 ! ! ! Date ___________

1. Solve. 2. Solve.
7 x (3 + 4) [4 x (11 - 6)] - 4

A. 49 A. 34
B. 25 B. 5
C. 18 C. 16
D. 21 D. 24

3. Solve. 4. Make the expression true by adding

[2 x (3 + 7)] + (20 ÷ 5) parentheses.

A. 17 11 - 3 x 7 = 56
B. 46
C. 20 A. 11 - (3 x 7) = 56
D. 24 B. (11 - 3) x 7 = 56
C. 11 - (3) x 7 = 56
D. 11 - 3 x 7 = 56

5. Would you get the same answer for 6 x (8 - 2) and (6 x 8) - 2? Explain your answer.
 Interpreting Expressions
Name________________! ! ! !
5.OA.2! ! ! Date ___________

1. Which words match the expression 2. Which numerical expression matches the
below? words?
6 x (3 + 5) Divide 24 by 8, then add 4

A. Multiply 6 by 3, then add 5 A. 4 + 24 ÷ 8

B. Add 6 to 3, then multiply by 5 B. 4 + (24 ÷ 8)
C. Add 3 and 5, then multiply by 6 C. (4 + 24) ÷ 8
D. Multiply 6 and 5, then add 3 D. 24 ÷ (8 + 4)

3. Which words match the expression 4. Which numerical expression matches the
below? words?
9 x (48 ÷ 6) Add the product of 5 times 7 to the
product of 3 times 4
A. Divide 48 by 6, then multiply by 9
A. 5 + 7 x 3 + 4
B. Multiply 9 by 48, then divide by 6
B. (5 + 7) x (3 + 4)
C. Divide 48 by 6, then divide by 9
C. (5 x 7) + (3 x 4)
D. Multiply 9 by 6, then divide by 48
D. (5 x 7) x (3 x 4)

5. Write words to match the expression below, then solve it.

3 x (24 - 18)

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Patterns, Rules, and Coordinate Planes
Name________________! ! ! ! 5.OA.3
! ! ! DateExit
___________Slip

Name __________________ Date______

1. Complete the 2.
pattern on the table x y 12
11
below. Graph 10
* x starts at 1 the
1 2 table
9

and adds 1 8

* y starts at from 7
6
2 and adds 2 # 1. 5
4
3
2
1
0
1 2 3 4
Exit Slip
5 6 7 8 9 10 11 12

Name __________________ Date_____

3. Complete the pattern on the table below. 4.
12
* x starts at 12 and decreases by 3 11
* y starts at 4 and decreases by 1 Graph
Exit Slip
10
the 9
table 8

from Name
7
__________________ Date______
x 12 # 3.
6
5
4
3
y 4 2
1
0

5. Write the rules for the table below, then graph the table.
1 2

Exit Slip
3 4 5 6 7 8 9 10 11 12

Name __________________ Date___

x 1 2 3 4

y 3 6 9 12
12
11
Exit Slip
10 Name __________________ Date_____
9
Rule for x _______________________________ 8
7
6
_______________________________________
5
4
3
Rule for y _______________________________ 2
1

_______________________________________ 0
1 2 3 4 5 6 7 8 9 10 11 12
Operations and Algebraic Thinking Review
Name________________! ! ! !
OA Review
! ! !
Exit Slip
Date ______________
Name __________________ Date______
1. Complete the 2.
pattern on the table x y 12
11
below. Graph 10
* x starts at 10 and the
10 5 table
9

decreases by 2 8

* y starts at from 7
6
5 and decreases # 1. 5
by 1 4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12

3. Solve. 4. Which numerical expression matches the

[3 x (24 ÷ 6)] + (7 x 8) words?
Divide 16 by 4, then multiply by 3
A. 52
B. 68 A. 3 x 16 ÷ 4
Exit Slip
C. 105 B. (3 x 16)Name
÷ 4 __________________ Date______
D. 212 C. 3 x (16 ÷ 4)
D. (3 x 16) ÷ 4

5. Jasmine said that you get the same answer for 5 x (3 + 7) and (5 x 3) + 7. Is she
correct? Explain your answer.
 Operations and Algebraic Thinking Answer Key
5.OA.1 Answer Key
1. A
2. C
3. D
4. B
5. No, you would not get the same answer. (SAMPLE EXPLANATION; EXPLANATIONS WILL
VARY) In the problem 6 x (8 - 2), you subtract 8 from 2 and get 6, then multiply that number by 6.
You get 36 as a final answer. In (6 x 8) - 2, you multiply 6 time 8 first and get 48, then subtract 2 from
that number. The final answer is 46.

5.OA.2 Answer Key

1. C
2. B
3. A
4. C
5. (SAMPLE ANSWER)
Subtract 18 from 24, then multiply by 3.
Solution to the expression: 18

Exit Slip
5.OA.3 Answer Key Name __________________ Date_________ Na
1. 2.
12
11
x y 10
9
1 2 8
7
2 4 6
5
3 6 4
3
4 8 2
1
0
1 2 3 4 5 6 7 8
Exit Slip5.OA.3
9 10 11 12

Name __________________ Date_________

3. 4.
12
11

Exit Slip
10
9
x 12 9 6 3 8
7
y 4 3 2 1 Name __________________
6 Date_________ Na
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 5.OA.3
 Exit Slip
Operations and AlgebraicNameThinking Answer Date_________
__________________
Key
5.OA.3 Answer Key (cont)
12
5. Rule for x - Start at 1 and go up 1 11

Rule for y - Start at 3 and go up 3 10

9
8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 5.OA.3

Exit Slip
OA Review Answer Key Exit Slip
Name __________________ Date_________

1. 2. 12
11 Name __________________ Date_________
x y 10
9
8
10 5 7
6
8 4 5
4

6 3 3
2
1
4 2 0
1 2 3 4 5 6 7 8 9 10 11 12 5.OA.3
5.OA.3

3. B.
4. C Exit Slip
5. Jasmine is not correct. (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) In the problem
Name __________________ Date_________
5 x (3 + 7), you add 3 and 7 and get 10, then multiply that by 5. The final answer is 50.
In (5 x 3) + 7, you multiply 5 and 3 and you get 15, then you add that to 7. The final answer is 22.

5.OA.3
 Standards Achievement Graph
Operations and Algebraic Thinking
Name ________________

4
Number Correct

0
5.OA.1 5.OA.2 5.OA.3
Evaluating Interpreting Patterns, Rules,
Expressions Expressions and Coordinate
Planes

Standard
 Class Achievement Chart
Operations and Algebraic Thinking
Student Name 5.OA.1 5.OA.2 5.OA.3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
 Standards Achievement Chart
Operations and Algebraic Thinking
Name ________________

Standard Score
5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.

5.OA.2 Write simple expressions that record calculations with numbers, and interpret
numerical expressions without evaluating them.

5.OA.3 Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting of corresponding
terms from the two patterns, and graph the ordered pairs on a coordinate plane.

Notes_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
 5th Grade
Common
Core

Number & Operations

in Base Ten
Created by Alexis Sergi
© Alexis Sergi
www.teacherspayteachers.com/Store/Math-Mojo
 Table of Contents
Page Number

5.NBT.1 17
5.NBT.2 18
5.NBT.3 19
5.NBT.4 20
5.NBT.5 21
5.NBT.6 22
5.NBT.7 23
NBT Review 24 - 25
Answer Key 26 - 27
Data Tracking Graphs and Charts 28 - 30

If you like this product or would like to purchase additional licenses please visit my store at
www.teacherspayteachers.com/Store/Math-Mojo
* This publication was created and is copyrighted © Alexis Sergi. All rights reserved. This product is bound by copyright laws.
Redistributing, editing, selling, or posting this items (or any part thereof) is strictly prohibited. This also includes distributing this
product on the Internet which is strictly prohibited without first gaining permission from the author. Violations are subject to the
penalties of the Digital Millennium Copyright Act. Please contact the author if you wish to be granted permission. Please email me
at math_mojo@aol.com
These assessments are meant to be used by the teacher who purchased them. Please
purchase additional licenses if these are intended to be used in more than one classroom.
 Place Value and Multiples of Ten
5.NBT.1
Name________________! ! ! ! ! ! ! Date ___________
1. How is the number 5 different in the 2. Janice is writing an equation.
numbers 52,127 and 5,478? Which sign will make the equation
A. the 5 in 5,478 is worth 10 times more true?
than the 5 in 52,127
B. the 5 in 5,478 is worth 10 times less than
the 5 in 52,127 7,500 750 = 10
C. the 5 in 5,478 is worth 100 times more A. +
than the 5 in 52,127 B. -
D. the 5 in 5,478 is worth 10 times less than
C. x
the 5 in 52,127
D. ÷

4. Mrs. Carol’s class collected 97.82 pounds of

3. Which sign completes the equation newspaper to recycle. Mr. Martinez collected
below? 89.78 pounds of newspaper. Which
statement describes the 7 in those numbers?
A. the 7 in 89.78 is worth 1/10 of the 7 in
1.628 10 = 16.28 97.82
B. the 7 in 89.78 is worth 10 times more
A. + than the 7 in 97.82
B. - C. the 7 in 89.78 is worth 1/100 of the 7 in
C. x 97.82
D. the 7 in 89.78 is worth 100 times more
D. ÷
thanthe 7 in 97.82

5. Melissa collected 45.12 liters of rainwater. Alice collected 81.35 liters of rainwater. How is the
number 1 in those numbers different? Explain your answer using numbers, pictures, or words.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 Exponents and Powers of Ten
Name________________! ! ! !
5.NBT.2! ! ! Date ___________

1. Marcus wrote the following expression. 2. Ali’s teacher told her she earned 10³
points on an assignment. Which
5x5x5x5x5x5 expression represents that number?
Which shows that expression in exponential
notation? A. 30 x 30 x 30
B. 10 x 10 x 10
A. 6⁵ C. 10 x 3
B. 5⁴ D. 10 x 10 x 10 x 10
C. 5⁵
D. 5⁶

3. Solve the problem below. 4. Solve the problem below.

7.921 x 10² = ? 9,351.24 ÷ 10³ = ?

A. 0.7921 A. 935.124
B. 79.21 B. 93.5124
C. 792.1 C. 93.5124
D. 7921 D. 9.35124

5. Matt did the following math problems. 3.951 x 10¹ = 39.51

3.951 x 10² = 395.1
3.951 x 10³ = 3,951
3.951 x 10⁴ = 39,510
In the problems above, explain patterns in the placement of the decimal point when a
decimal is multiplied by a power of 10.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Place Value and Decimals
Name________________! ! ! !
5.NBT.3! ! ! Date ___________

1. Linsey collected 78.12 pounds of cans to 2. The Sunnyside Elementary School

recycle. Abbey collected 78.5 pounds of Conservation Club collected 67.982
cans to recycle. Which correctly gallons of rainwater last month. Write
compares the number of pounds the girls that number in expanded form.
collected?
___________________________________
A. 78.12 > 78.5 ___________________________________
B. 78.12 = 78.5
C. 78.12 < 78.5 ___________________________________
D. 78.12 > 78.5 ___________________________________
___________________________________

3. Max planted a palm tree. In a year, it 4. Last week, Kali collected 56.714 pounds
grew 7.582 meters. What is that number of seashells at the beach. What is that
written in number name form? number written in number name form?
A. fifty-six and seven hundred fourteen
A. seven and five hundred eighty-two hundredths
thousandths B. fifty-six and seven hundred fourteen
B. seven and five hundred eighty-two tenths
hundredths C. fifty-six thousand, seven hundred
C. seven thousand, five hundred eighty-two fourteen
D. seven and five hundred eighty-two tenths D. fifty-six and seven hundred fourteen
thousandths

5. Bart ran 5.713 kilometers. Juan ran 5.8 kilometers. Who ran the farthest? Explain your
answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Rounding Decimals
Name________________! ! ! !
5.NBT.4! ! ! Date ___________

1. The pine tree in George’s front yard is 2. Alice lives 0.045 kilometers from school.
8.83 meters tall. What is that number What is that number rounded to the
rounded to the nearest tenth? nearest hundredth?

A. 9.0 A. 0.04
B. 8.8 B. 0.05
C. 8.9 C. 0.5
D. 8.88 D. 0.4

3. The amount of water in a water cooler 4. The distance Michael’s paper airplane
rounded to the nearest tenth of a gallon is flew rounded to nearest hundredth of a yard
3.4 gallons. Which of the following is 8.17. Which of the following numbers
numbers could be the actual amount of could be the actual distance the paper
water in the water cooler? airplane flew?

A. 3.335 gallons A. 8.162 yards

B. 3.537 gallons B. 8.175 yards
C. 3.175 gallons C. 8.174 yards
D. 3.382 gallons D. 8.179 yards

5. The fifth grade collected plastic water bottles to recycle. The number of pounds of water
bottles they collected rounded to the nearest tenth is 125.5 pounds. What are 3 possible
numbers that could be the actual number of pounds of water bottles they collected?

_____________________ _____________________ _____________________

Pick one of the numbers above and explain why you chose that answer using words,
numbers, or pictures.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Multiplication
Name________________! ! ! !
5.NBT.5! ! ! Date ___________

1. The fifth graders at Sun City Elementary 2. There were 1,253 people at a concert.
School made 389 bracelets to sell at the Each person donated 25 cans of food to
school carnival. Each bracelet had 15 attend the concert. How many cans of
beads. How many beads did they use in food is that altogether?
all?
A. 8,771
A. 5,835 B. 21,225
B. 2,334 C. 75,895
C. 4,375 D. 31,325
D. 5,489

3. Last year, Blossom Hill Fruit Farms 4. Everyday, the Sunshine Bread company
shipped 2,789 crates of oranges with 144 bakes 127 pallets of bread. Each pallet
oranges per crate. How many oranges has 212 loaves of bread on it. How many
were in all the crates combined? loves of bread is that in all?

A. 401,616 A. 16,272
B. 127,902 B. 45,210
C. 302,671 C. 26,924
D. 89,612 D. 12,892

5. The Outdoor Club at Pines Elementary School has 325 members. Each member has to
earn 38 badges. Alex did the problem below to show the total number of badges the club
members must earn combined. Is he correct? If he is not correct, explain your answer and
give the correct answer.
325
x 38
2,600
+ 975
3,575

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Division
Name________________! ! ! !
5.NBT.6! ! ! Date ___________

1. There are 785 students at Pineville 2. Happy Valley Fruit Farms harvested
Elementary School. The students are split 1,482 oranges and divided them equally
evenly between 5 teams. How many between 19 containers. How many
students are on each team? oranges were in each container?

A. 780 students A. 75 oranges

B. 117 students B. 78 oranges
C. 151 students C. 130 oranges
D. 157 students D. 67 oranges

3. The Magnificent Muffin Company made 4. Last summer, Sherrie found 1,652 shells
9,872 muffins last week. They split them at the beach. She split them evenly
equally between 7 stores. How many between 24 containers and gave the
muffins did they give to each store? How remainder of the shells to her sister. How
many were left over? many shells did her sister get?

A. 1,410 muffins per store with 2 left over A. 11

B. 1,290 muffins per store with 4 left over B. 15
C. 3,902 muffins per store with 5 left over C. 20
D. 2,104 muffins per store with 1 left over D. 22

5. The garden club bought 2,360 tulip bulbs. They want to split the bulbs equally into at
least 3, but less than 10, gardens with no bulbs left over. How many gardens could they
split them into without having any left over? Please explain your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Decimal Computation
Name________________! ! ! !
5.NBT.7! ! ! Date ___________

1. In the paper airplane throwing contest, 2. It took Alyse 15.25 minutes to complete
Alice threw her airplane 19.15 meters. her math homework and 29.91 minutes to
Marian threw her airplane 22.5 meters. do her reading homework. How many
How much further did Marian throw her minutes did it take to complete her math
paper airplane? and reading combined?

A. 3.35 meters A. 34.16 minutes

B. 3.45 meters B. 14.66 minutes
C. 16.65 meters C. 39.76 minutes
D. 4.35 meters D. 45.16 minutes

3. For 5 days in a row, Max ran a course 4. Last week at Sunshine Farms, they
that is 4.58 kilometers long. How many collected 98.48 gallons of rainwater. They
kilometers did he run in all? are going to split it evenly between 4
gardens. How many gallons of water will
they use on each garden?
A. 9.58 kilometers
B. 22.90 kilometers A. 15.74 gallons
C. 20.50 kilometers B. 32.81 gallons
D. 15.90 kilometers C. 24.62 gallons
D. 28.91 gallons

5. A relay race lasts 5.92 miles. Each relay team has 4 runners. If each runner goes the
same distance in the race, how far does each person run? Explain your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
Number and Operations in Base Ten Review
Name________________! ! ! NBT Review
! ! ! Date ___________

1. Happy Sticker factory made 7,452 packs 2. It took Jill 45.89 seconds to complete a math
of stickers last month. They split them problem. It took Bill 37.51 seconds to complete
evenly between 18 containers. How the same problem. Which statement describes
the 5 in those numbers?
many packs of stickers were there per
A. the 5 in 37.51 is worth 1/10 of the the 5 in
container?
45.89
B. the 5 in 37.51 is worth 10 times more the
A. 212 packs of stickers
5 in 45.89
B. 395 packs of stickers
C. the 5 in 37.51 is worth 1/100 of the the 5
C. 414 packs of stickers
in 45.89
D. 423 packs of stickers
D. the 5 in 37.51 is worth 100 times more
the 5 in 45.89

3. The Shell Beach Stadium has 25 4. Sam wrote the problem 5 x 5 x 5 x 5.

sections of seats with 827 seats per Which number represents 5 x 5 x 5 x 5?
section. How many seats are there in all?
A. 5³
A. 20,675 seats B. 4⁵
B. 5,789 seats C. 4⁴
C.15,321 seats D. 5⁴
D. 25,412 seats

5. Tyler rides his bike every day. The number of kilometers that Tyler traveled on his bike
last month rounded to the nearest tenth is 157.8 kilometers. What are 3 possible numbers
that could be the actual number of kilometers Tyler traveled?

_____________________ _____________________ _____________________

Pick one of the numbers above and explain why you chose that answer using words,
numbers, or pictures.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
Number and Operations in Base Ten Review
Name________________! ! ! NBT Review
! ! ! Date ___________

6. Sam cut a board to use when he built his 7. In the frog jumping contest, Max’s frog
treehouse. The board was 3.709 meters jumped 2.58 meters, and Julie’s jumped
long. What is that number written in 2.7 meters. Which correctly compares the
number name form? number of meters the frogs jumped
collected?
A. three and seventy nine hundredths
B. three and seven hundred nine A. 2.58 > 2.7
thousandths B. 2.58 = 2.7
C. three thousand, seven hundred nine C. 2.58 < 2.7
D. three and seventy nine thousandths D. 2.58 < 2.7

8. Sara has 12.72 gallons of liquid fertilizer 9. It is 3.749 kilometers from Julian’s house
for her garden. She wants to split it to his grandmother’s house. What is that
equally and use the same amount on her number rounded to the nearest
garden each day for 4 days. How many hundredth?
gallons will she use each day?
A. 3.7 kilometers
A. 3.18 gallons B. 3.75 kilometers
B. 50.88 gallons C. 3.8 kilometers
C. 4.25 gallons D. 3.74 kilometers
D. 3.8 gallons

10. The PTO has 1,932 tickets to sell for the school carnival. They want to split the tickets
equally into at least 3, but less than 10 ticket booths. How many ticket booths could they
split them into without having any left over? Please explain your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Number and Operations in Base Ten Answer Key
5.NBT.1 Answer Key
1. B
2. D
3. C
4.A
5. (SAMPLE ANSWER; ANSWERS AND EXPLANATIONS WILL VARY) The 1 in 45.15 is worth
1/10 of the 1 in 81.35

5.NBT.2 Answer Key

1. D
2. B
3. C
4. D
5. (SAMPLE ANSWER; ANSWERS AND EXPLANATIONS WILL VARY) Each time the exponent
(power of ten) increases by 1 number, the decimal point moves 1 place to the right and the number
is 10 times greater.

5.NBT.3 Answer Key

1. C
2. (6 x 10) + (7 x 1) + (9 x 1/10) + (8 x 1/100) + (2 x 1/1,000)
3. A
4. D
5. Juan ran the furthest (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) The amount
Juan ran, 5.8 kilometers, is greater than the amount Bart ran, which was 5.713 kilometers.

5.NBT.4 Answer Key

1. B
2. B
3. D
4. C
5. (SAMPLE ANSWERS, ANSWERS AND EXPLANATIONS WILL VARY) 125.49; 125.511; 125.531
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) 125.49 rounds to 125.5 because the 9
in the hundredths place means that 0.49 is closer to 0.5 than 0.4

5.NBT.5 Answer Key

1. A
2. D
3. A
4. C 325
5. x 38 (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) Students may explain by using the
traditional algorithm or using partial product to show the error. They may explain that the
2,600 student should have multiplied 325 x 30 instead of 325 x 3.
+ 9,750
12,350
 Number and Operations in Base Ten Answer Key
5.NBT.6 Answer Key
1. D
2. B
3. A
4. C
5. (SAMPLE ANSWER; ANSWERS AND EXPLANATIONS WILL VARY) The student may select 3
different numbers. They may say 4, 5, or 8 gardens. Any of these answers is acceptable because
2,360 ÷ 4 = 590; 2,360 ÷ 5 = 472; 2,360 ÷ 8 = 295. The student may explain that any of these
numbers divide evenly into 2,360.

5.NBT.7 Answer Key

1. A
2. D
3. B
4. C
5. 1.48 miles (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) Students may explain that
when 5.92 is split into 4 equal parts, each part is equal to 1.48. They may show the algorithm or
use a model to illustrate the answer.

NBT Review Answer Key

1. C
2. A
3. A
4. D
5. (SAMPLE ANSWERS; ANSWERS AND EXPLANATIONS WILL VARY) 157.835; 157.775; 157.79
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) 157.775 rounds to 157.8 because the
7 in the hundredths place means that 0.775 is closer to 0.8 than 0.7

1. B
2. D
3. A
4. B
10. (SAMPLE ANSWER, ANSWERS AND EXPLANATIONS WILL VARY) The student may select 4
different numbers. They may say 3, 4, 6, or 7 ticket booths. Any of these answers is acceptable
because 1,932 ÷ 3 = 644; 1,932 ÷ 4 = 483; 1,932 ÷ 6 = 322; 1,932 ÷ 7 = 276. The student may
explain that any of these numbers divide evenly in to 1,932.
 Standards Achievement Graph
Number and Operations in Base Ten
Name ________________

4
Number Correct

0
5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7
Place Value Exponents and Place Value and Rounding Multiplication Division Decimal
and Multiples Powers of Ten Decimals Decimals Computation
of Ten

Standard
 Class Achievement Chart
Number and Operations in Base Ten
Student Name 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
 Standards Achievement Chart
Number and Operations in Base Ten
Name ________________

Standard Score
5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times
as much as it represents in the place to its right and 1/10 of what it represents in the place
to its left.

5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a
number by powers of 10, and explain patterns in the placement of the decimal point when a
decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote
powers of 10.

5.NBT.3 Read, write, and compare decimals to thousandths

5.NBT.4 Use place value understanding to round decimals to any place.

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

5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends

and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and division.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area
models.

5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models
or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.

Notes_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
 5th Grade
Common
Core

Number & Operations

Fractions Created by Alexis Sergi
© Alexis Sergi
www.teacherspayteachers.com/Store/Math-Mojo
 Table of Contents
Page Number

5.NF.1 33
5.NF.2 34
5.NF.3 35
5.NF.4 36
5.NF.5 37
5.NF.6 38
5.NF.7 39
NF Review 40 - 41
Data Tracking Graphs and Charts 42 - 44

If you like this product or would like to purchase additional licenses please visit my store at
www.teacherspayteachers.com/Store/Math-Mojo
* This publication was created and is copyrighted © Alexis Sergi. All rights reserved. This product is bound by copyright laws.
Redistributing, editing, selling, or posting this items (or any part thereof) is strictly prohibited. This also includes distributing this
product on the Internet which is strictly prohibited without first gaining permission from the author. Violations are subject to the
penalties of the Digital Millennium Copyright Act. Please contact the author if you wish to be granted permission. Please email me
at math_mojo@aol.com
These assessments are meant to be used by the teacher who purchased them. Please
purchase additional licenses if these are intended to be used in more than one classroom.
 Adding and Subtracting Fractions
Name________________! ! ! !5.NF.1 ! ! ! Date ___________

1. Solve. Write your answer in simplest 2. Solve. Write your answer in simplest
terms. terms.

2 + 1 = 6 1 =
3 6 ________ 8 2 ________

A. 3 B. 5 C. 3 D. 4 A. 7 B. 1 C. 5 D. 1
9 6 6 8 8 4 6 2

3. Solve. Write your answer in simplest 4. Solve. Write your answer in simplest
terms. terms.

3 12 1 3
4
=
________
2 5
6
+ 3 23 =
________

A. 1 34 B. 2 34 C. 1 12 D. 2 22 A. 6 5
6
B. 5 36 C. 6 12 D. 1 3
6

5. Mark did the problem below. Is he correct? If not, explain his mistake, and solve the
1 2 3
problem. 2 2 + 35 = 57

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Problems Solving With Fractions
Name________________! ! ! !5.NF.2 ! ! ! Date ___________

1
1. Juanita sold 4 of her lemonade before 2. Al had 4 feet of rope. He cut off a piece of
3
noon and 1 after noon. What fraction rope that was 1 5 feet. How much rope
2
of her lemonade did she sell in all? does he have left?

5
A.
1
4
B.
3
4
C. 2 D. 2 A. 3 10 B. 2 45 C. 3 25 D. 2 25
6 4

1
3. Macy completed 1 of her 4. Sally had 2 2 cups of milk. She spilled
4
homework before dinner and 2 of her of a 3 cup. How much milk does she
3 4
homework after dinner. How much have left?
homework did she complete altogether?

A. 11
12
B. 3
7
C. 3 D. 7 A. 1 14 B. 1 23 C. 2 14 D. 1 34
8 9

5. Melanie had 5 1 feet of rope. She cut off 2 5 feet of rope. How much rope does she
2 6
have left? Explain your answer.
 Fractions as Division
Name________________! ! ! !5.NF.3 ! ! ! Date ___________

1. After school, 10 students are sharing 4 2. There are 63 students in a 5th grade
boxes of cookies. What fraction of a box choir performance. If the students are
will each student get? lined up in rows with 9 students per row,
how many rows will there be in all?

3 4 6
A. B. 10 C. D. A. 6 B. 7 C. 8 D. 9
4 4 10 10

3. The 5th grade received 35 boxes of 4. Mrs. Holder gave each team of 4
markers to split evenly between 6 students 9 packs of paper to split evenly.
classrooms. How many boxes will each How many packs of paper did each team
classroom receive? member get?

A. 5 56 B. 5 65 C. 6 16 D. 6 12 A. 2 34 B. 1 14 C. 2 14 D. 4 24

5. Mitchell has 23 ounces of juice. He wants to split the juice evenly between 3 glasses.
How many ounces of juice will be in each glass? Express your answer as a mixed number,
and explain how you got your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Multiplying Fractions
Name________________! ! ! !5.NF.4 ! ! ! Date ___________

1. Solve. 2. Solve.

1 x 5 = 3 x 2 =
3 6 ________ 5 3 ________

5
A. 5 B. C. 4 D. 7 A. 5 B. 5 C. 6 D. 6
18 9 3 6 8 15 16 15

3. Solve. Express the answer as a mixed 4. Find the area of the figure below. Express
number. the answer as a mixed number.
3 cm
4x 3
5
=
________
3
4 cm

A.
1 34 B. 2 25 C. 2 35 D. 2 75 A.
3 34 cm B. 2 14 cm C.3 14 cm D.2 13 cm
5. Make a model to show the problem and solve the problem below. Explain your answer.
1
3
x
4 =
___________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Scaling Fractions
Name________________! ! ! !5.NF.5 ! ! ! Date ___________

1. Which statement is true about the product of 2. Which statement is true about the product of
the the problem below.
4x 1
3
= ? the the problem below.
5 x 22 = ?
A. The product will be less than 4 because the 4 A. The product will be less than 5 because the 5
is being multiplied by a number less than 1. is being multiplied by a number less than 1.
B. The product will be greater than 4 because B. The product will be greater than 5 because
the 4 is being multiplied by a number greater the 5 is being multiplied by a number greater
than 1. than 1.
C. The product will be equal to 4 because the 4 C. The product will be equal to 5 because the 5
is being multiplied by a number equal to 1. is being multiplied by a number equal to 1.
D. The product will be less than 4 because the 4 D. The product will be less than 5 because the 5
is being multiplied by a number greater than is being multiplied by a number greater than
1. 1.

3. Which statement is true about the product of 4. Which fraction could multiply by the
the the problem below.
3 x 52 = ? number 4 and have a product greater
than 4?
A. The product will be less than 3 because the 3
is being multiplied by a number less than 1.
4 ?x = product greater
than 4
B. The product will be greater than 3 because
the 3 is being multiplied by a number greater
than 1.
C. The product will be equal to 3 because the 3
is being multiplied by a number equal to 1.
D. The product will be less than 3 because the 3 1
is being multiplied by a number greater than
A. B. 3 C. 5 D. 7
1. 5 4 2 7

5. Will the product of the problem below be less than 1, equal to 1, or greater than 1.

2
Explain how you know without solving the problem.
x 43 = ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Fraction Problem Solving
Name________________! ! ! !5.NF.6 ! ! ! Date ___________

1
1. Martha is making 7 batches of cookies for 2. Sally has a piece of yarn that is of a
3
3
a bake sale. Each batch has cups of foot long. She needs to cut that piece in
4 1
water in it. How many cups of water will 2 . How long is the yarn once she cuts it
she need in all? in half?

1 2
A. 8 of a foot B. 5 of a foot

A.
5 3
4
B. 4 17 C. 3 34 D.5 14 1
C. 6 of a foot D.
2
6
of a foot

3. Sally took a quiz with 10 questions. She 4. Sam cut 5 boards that were 1 2 feet
3
got 4 of the questions correct. How many long. If he put the boards together in a
5
of the questions did she get correct? straight line, how many feet long would it
be?

4 5 8 9 8 5 6 9
1 1 2 2
A. B. C. D. A. 3 B. 3 C. 3 D. 3

5. Sandy is making cupcakes. She is making 4 batches, and each batch uses 2 3 cups of
4
flour. How much flour does she need in all? Explain how you got your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Dividing Unit Fractions
Name________________! ! ! !5.NF.7 ! ! ! Date ___________

1. Solve. 2. Solve.

5 ÷ 1
4
=
________
1
3 ÷ 4
=
________

1 4
A. 20 B. 20 C. 5 D. 9 A. 9 3
B. 4 C. 12 1
D. 12

3. Sara bought 5 cups of sunflower seeds. If 4. Max has 6 sheets of paper. He wants to
1 cut them all in half. How many pieces will
each serving of sunflower seeds is 3 of
he have after he cuts all the papers in
a cup, how many servings are in the half?
5 cups that she bought?

A. 8 B. 12 C. 5 D. 15 A. 3 B. 12 C. 9 D. 8
1
5. Kate has 6 cups of lemonade. She wants to use it to make popsicles that have of a
3
cup of lemonade per popsicle. How many popsicles can she make in all? Explain your
answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
Numbers and Operations - Fractions Review
Name________________! ! ! !NF Review
! ! ! Date ___________

1. Solve. 2. Which fraction could multiply by the

number 4 and have a product greater than

2 x 2 =
4?
4 ?
x = product greater
than 4
5 3 ________

A. 6 B. 4 C. 4 D. 8
10 8 15 15 A. 5 B. 3 C. 1 D. 8
9 3 3 4

3. Jessie is growing bean sprouts. He 4. Juan made 5 cups of lemonade. He

3
waters them with 1 1 cups of water per drank 2 4 cups. How much lemonade did
3
day. How many cups of water will he use he have left?
in 7 days?

A. 9 13 B. 7 13 C. 8 23 D. 2 13 A. 2 34 B. 3 15 C. 1 55 D. 2 14
5. Will the product of the problem below be less than 1, equal to 1, or greater than 1?

2
Explain how you know without solving the problem.
x 18 = ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
Numbers and Operations - Fractions Review
Name________________! ! ! !NF Review
! ! ! Date ___________

6. The fifth grade was given 41 packages of 7. Solve.

construction paper to split evenly
between 6 classes. How many packages

4 ÷ 1 =
of construction paper will each classroom
receive? 3 ________

12 7
1 3
A. 7 6
41 B. 6 5
6 C. 8 2
6 D. 2 21
41 A. B. 12 C. 4 D.

8. Mark made a painting that was 4 5 feet 9. Sarah planted 12 flowers. She
6
2
long and 2 feet wide. What is the total picked 3 of the flowers. How many
area of the painting? 5 flowers did she pick?
4 6 feet
2 feet

A. 6 56 B. 9 46 C. 8 16 D. 9 56 A. 2 B. 3 C. 8 D. 9
10. Ellen is making cookies for a bake sale. She is making 3 batches, and each batch
uses 4 2 cups of flour. How much flour does she need in all? Explain how you got your
3
answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Number and Operations - Fraction Answer Key
5.NF.1 Answer Key
1. B
2. B
3. A
4. C
9
5. He is not correct. The correct answer is 5 10 (SAMPLE EXPLANATION AND EXPLANATIONS
WILL VARY) Mark’s error was that he did not find a common denominator. He needed to make
both fractions tenths so that he would be adding equal sized parts. He needed to change the
problem to 4 9
2 10 + 3 10 = 5 10
5

5.NF.2 Answer Key

1. B
2. D
3. A
4. D
4 2
5. She has 2 6 or 2 3 (lowest terms) feet of rope (SAMPLE EXPLANATION;
6. EXPLANATIONS WILL VARY) You have to find a common denominator so you are subtracting
equal sized parts. The problem is
5
5 3
6 - 2 5
6 . Then you need to borrow from the whole number
5 so you can subtract it from 6 . The problem is 4 - 26
9
6
5
= 4 or 2 (lowest terms)
26 23
5.NF.3 Answer Key
1. C
2. B
3. A
4. C
2
5. There would be 7 3 ounces of juice, per glass (SAMPLE EXPLANATION; EXPLANATIONS
WILL VARY) Students may use a visual illustration, an array model, or use the standard algorithm
for division and express the remainder as a fraction. They need to explain that when you divide 23
into 3 equal groups (glasses of juice) there are 7 ounces in each group (glass) and 2 ounces that
2
must be divided into 3 parts. This can be split into 3 .

5.NF.4 Answer Key

1. A
2. D
3. B
4. B
1
5. 1 3 (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY)
When you have 1/3 added together 4 times you get 4/3 or 1 1/3 .
 Number and Operations - Fraction Answer Key
5.NF.5 Answer Key
1. A
2. C
3. B
4. C
5. The product will be greater than 1. (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
The product will be greater than 1 because 4/3 is a fraction greater than 1. A fraction greater than 1
multiplied by a whole number always is a number greater than 1.

5.NF.6 Answer Key

1. D
2. C
3. C
4. A
5. 11 cups of flour (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) You multiply 4 batches
times 2 cups equals 8 cups, then you multiply 4 batches times 3/4 of a cup. That equals 12/4,
which equals 3 and 8 + 3 = 11 cups.

5.NF.7 Answer Key

1. A
2. D
3. D
4. B
5. 18 popsicles (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) Students may use a
visual model, algorithm, or explanation.

The visual example shows 6 whole numbers divided into thirds. There are 18 parts (popsicles) in all.
 Number and Operations - Fraction Answer Key
NF Review
1. C
2. D
3. A
4. D
5. A product less than 1 (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY)
It will be a product less than 1 because multiplying 2 by 1/8 breaks the two into smaller parts that do
not equal 1.

6. B
7. A
8. B
9. C
10. 14 cups of flour (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY)
Students may draw a visual example, use an algorithm, or explain in words. Multiply the 4 by 3 and
get 12, then multiply 2/3 by 3 and get 6/3, which is equal to 2. 12 + 2 = 14 cups of flour.
 Standards Achievement Graph
Number and Operations - Fractions
Name ________________

4
Number Correct

0
5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7
Adding and Problem Fractions as Multiplying Scaling Fraction Dividing
Subtracting Solving WIth Division Fractions Fractions Problem Unit Fractions
Fractions Fractions Solving

Standard
 Class Achievement Chart
Number and Operations - Fractions
Student Name 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
 Standards Achievement Chart
Number and Operations - Fractions
Name ________________

Standard Score
5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators.

5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to
represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally
and assess the reasonableness of answers.

5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve
word problems involving division of whole numbers leading to answers in the form of fractions or mixed
numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.

5.NF.5 Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of
one factor on the basis of the size of the other factor, without performing the indicated
multiplication.Explaining why multiplying a given number by a fraction greater than 1 results in a
product greater than the given number (recognizing multiplication by whole numbers greater than 1 as
a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a
product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/
(n × b) to the effect of multiplying a/b by 1.

5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by
using visual fraction models or equations to represent the problem.

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.

Notes_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
5th Grade
Common
Core

Measurement
and Data Created by Alexis Sergi
© Alexis Sergi
www.teacherspayteachers.com/Store/Math-Mojo
 Table of Contents
Page Number

5.MD.1 50
5.MD.2 51
5.MD.3 52
5.MD.4 53
5.MD.5 54
MD Review 55 - 56
Answer Key 57 - 58
Data Tracking Graphs and Charts 59 - 61

If you like this product or would like to purchase additional licenses please visit my store at
www.teacherspayteachers.com/Store/Math-Mojo
* This publication was created and is copyrighted © Alexis Sergi. All rights reserved. This product is bound by copyright laws.
Redistributing, editing, selling, or posting this items (or any part thereof) is strictly prohibited. This also includes distributing this
product on the Internet which is strictly prohibited without first gaining permission from the author. Violations are subject to the
penalties of the Digital Millennium Copyright Act. Please contact the author if you wish to be granted permission. Please email me
at math_mojo@aol.com
These assessments are meant to be used by the teacher who purchased them. Please
purchase additional licenses if these are intended to be used in more than one classroom.
 Converting Measurements
Name________________! ! ! !
5.MD.1! ! ! Date ___________

1. Alex had 7 liters of orange juice to sell. 2. In October, Meg’s pumpkin weighed 3
He sold 8 glasses with 350 milliliters per pounds 11 ounces. In November, it
glass. How many milliliters of orange weighed 8 pounds 2 ounces. How many
juice did he have left? more ounces did it weigh in November?

A. 4,550 milliliters B. 1,250 milliliters

A. 59 ounces B. 71 ounces
C. 2,800 milliliters D. 4,200 milliliters
C. 130 ounces D. 80 ounces

3. Mark had a rope that was 8 feet 2 inches. 4. Max bought 2.5 gallons of maple syrup
He cut off 4 feet 6 inches of rope. How for his Boy Scout Troop pancake
much rope did he have left? breakfast. He is pouring the syrup into
containers that hold 1 quart. How many
syrup containers can he fill?
A. 54 inches B. 98 inches

C. 44 inches D. 48 inches

A. 2 B. 8 C. 12 D. 10

5. When Sarah got home from school, she worked on her homework for 1 hour and 20
minutes, then she took a break and had a snack for 25 minutes, and after that she rode
her bike for 50 minutes. She finished riding her bike at 5:25 p.m. What time did she get
home from school? Explain your answer.
 10

Line Plots
8
Name________________! ! ! !
5.MD.2! ! ! Date ___________

Leaf Length Line Plot 2. Daily Water Intake Graph

1. 6
x x
x x x x x x
x x x x
20 x x x
x x x x x x x
5
0 1
5
2
5
3
5
4
5 1 0 12
1 2
4
3
4 1
4
Fraction of an Inch Fraction of an Ounce
Mrs. Beaker’s science class measured the length of Julie kept track of the amount of water her pet
the leaf buds on a bean plant and recorded the data hamster drank each day and recorded the data on
on a line plot. If she put all the leaves in a row end to the line plot
10above. How many ounces of water did
end, how many inches long would it be? her hamster drink in all?
3 4 3 3 1 3
1 1
A. 6 5 B. 30 C. 7 5 D. 6 5
A. 4 4 B. 5 4 C. 4 4 D.16 4
5

3. May Growth Graph 4. 8 Daily Garden Water Graph

x x x x x
x x x x x x
x x x x x x x x
x x x x x x x x x x
6
4
0 1
6
2
6
3
6 6
5
6 1 4
10
5
10
6
10
7
10
8
10
Fraction of a Meter Fraction of a Liter
20
Mrs. Beaker’s science class measured the length of Keith kept 5
track of the amount of water he used to
the leaf buds on a bean plants and recorded the data water his herb garden each day and recorded the
on a line plot. If she put all the leaves in a row end to data on the line plot above. How many liters of water
end, how many inches long would it be? did he use in all? 12
5 14 4 6
A. 6 B. 30 C. 7 D. 8 A. 84 10 B. 8 10 C. 8 10 D. 12 10

5. Every week, Marcus collected honey from his bee hives. The amounts he collected are
10
recorded in a chart below. Use that information to make a line plot with the data. After
the line plot is completed, tell how many liters of honey Marcus collected in all.
Week Fraction of a Liter 8
4
1 5
1
2 5
4 6
3 5
3
4 5
2
5 5 5
6
4
5 0 1
5
2
5
3
5
4
5 1
3 Fraction of a Liter
7 5
2
8 5 Total Liters of Honey Collected:
4
9 5
1 ______________________________________
10 5
 Exploring Volume
Name________________! ! ! !
5.MD.3! ! ! Date ___________

1. What is the volume of the figure below? 2. What is the volume of the figure below?

=1
cubic
unit
=1
cubic
unit
A. 4 units³ B. 8 units³ A. 4 units³ B. 6 units³
C. 9 units³ D. 12 units³ C. 8 units³ D. 9 units³

3. Max is building a block tower with his little 4. Kate stacked sugar cubes together to
brother. What is the volume of the tower? make the figure below. What is the
volume of the figure below?
=1
cubic =1
unit cubic
unit
A. 12 units³ A. 14 units³
B. 24 units³ B. 12 units³
C. 18 units³ C. 8 units³
D. 16 units³ D. 16 units³

5. Juanita made the two towers below with blocks. She says that they have the same
volume. Is she correct? Explain your answer.

=1
cubic
unit

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
 Volume
Name________________! ! ! ! 5.MD.4
! ! ! Date ___________

1. What is the volume of the figure below? 2. What is the volume of the figure below?

=1
=1
cubic
cubic
foot
meter

A. 6 ft³ B. 7 ft³ A. 8 m³ B. 6 m³
C. 3 ft³ D. 4 ft³ C. 12 m³ D. 14 m³

3. Lily stacked some square boxes together 4. Alex stacked some blank square dice
to make the figure below. What is the together to make the figure below. What is
volume of the figure below? the volume of the figure below?

=1 =1
A. 12 ft³ cubic A. 20 in³ cubic
B. 9 ft³ foot B. 47 in³ inch
C. 15 ft³ C. 40 in³
D. 16 ft³ D. 60 in³

5. Bart built the two figures below, and he says that figure A has a larger volume. Is he
correct? Explain your answer.

= 1 cubic
FIGURE A centimeter

FIGURE B

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
 Volume Formula
Name________________! ! ! !
5.MD.5! ! ! Date ___________

1. Sally got a present for her birthday in the 2. What is the volume of the tissue box
box below. What is the volume of the below?
box?
2 feet
6 inches
3 feet
4 feet
3 inches
8 inches
A. 22 ft³ B. 12 ft³
C. 6 ft³ D. 24 ft³ A. 24 in³ B. 144 in³
C. 18 in³ D. 122 in³

3. Tom packed and shipped oranges in the 4. Jenny got some new shoes, and she
box below. What is the volume of the saved the shoe box. What is the volume of
box? the shoe box below?
3 meters
8 inches

5 inches
2 meters 6 meters 12 inches
A. 36 m³ B. 18 m³ A. 60 in³ B. 40 in³
C. 24 m³ D. 6 m³ C. 480 in³ D. 320 in³

5. What is the volume of the cabinet below? Explain how you determined the volume.

4 feet

3 feet
6 feet

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
 12

Measurement and 10Data Review

Name________________! ! ! MD!Review
! ! ! Date ___________

1. Stick Length Graph 8

2. At the beginning of summer, Jessie’s tree
x x was 3 feet 7 inches. It grew 5 feet 11 inches
x x x
x x x x
over the summer. How many inches tall was
x x x x x the tree at the end of the summer?
6
4
0 1
6
2
6
3
6 6
5
6 1
Fraction of an Foot A. 96 inches B. 114 inches
Ellen measured some sticks she collected and 5
recorded the data on a line plot. If she put the sticks C. 27 inches D. 102 inches
end to end in a straight line, how many feet long
would it be?
4 2 1 2
A. 6 6 B. 40 6 C. 7 6 D. 6 6

3. What is the volume of the figure below? 4. Don got a box filled with craft supplies.
What is the volume of the box?

=1 6 inches
cubic
unit
10 inches
7 inches

A. 4 units³ B. 8 units³ A. 70 in³ B. 130 in³

C. 24 units³ D. 12 units³ C. 420 in³ D. 330 in³

5. Samuel is building figures with blocks. He says figure A has a larger volume. Is he
correct? Explain your answer.

FIGURE A FIGURE B
= 1 cubic
foot

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
 Measurement and Data Review
Name________________! ! ! MD!Review
! ! ! Date ___________

20
6. Jean bought 9 liters of liquid fertilizer for 7. What is the volume of the figure below?
her garden. She used 275 milliliters of the
fertilizer every day for 7 days. How much 12
=1
fertilizer did she have left?
cubic
inch
A. 8,925 milliliters B. 1,925 milliliters
10
C. 8,725 milliliters D. 7,075 milliliters
A. 24 in³ B. 12 in³ 8
C. 18 in³ D. 16 in³

Water Evaporation Line Plot

8. Sally packed her desk supplies in the box 9. x 6
below. What is the volume of the box? x x
x x
x x x x
x x x x
5
4 feet 0 1
5
2
5
3
5
4
5 1
Fraction of an Ounce
Tara measured the fraction of an ounce of water that
3 feet 4 feet evaporated every hour from a glass beaker. How
many ounces evaporated in all?
2 1 1
A. 9 ft³ B. 16 ft³ A. 6 5 B. 37 5 C. 7 5
2
D. 13 5
C. 48 ft³ D. 12 ft³

10. What is the volume of the box below? Explain how you determined the volume.

8 inches

9 inches 6 inches

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
 Measurement and Data Answer Key
5.MD.1 Answer Key
1. D
2. B 20
3. C
4. D
5. 2:50 p.m. 12
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
When you add up the total minutes of the activities Sara did when she got home from school you get 155
minutes, or 2 hours and 35 minutes. When 2 hours and 35 minutes is subtracted from 10
5:25 p.m., it means that
she got home at 2:50 p.m.

5.MD.2 Answer Key

1. A 8
2. A
3. D
4. C 6
x
5. 5 35 liters of honey x
x x x x
x x x x
5
0 1
5
2
5
3
5
4
5 1
Fraction of a Liter

5.MD.3 Answer Key

1. A
2. B
3. B
4. C
5. She is correct, the figures have the same volume
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
Both figures have a volume of 6 units³.

5.MD.4 Answer Key

1. C
2. A
3. B
4. D
5. Bart is not correct, Figure B has a larger volume
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) Figure A has a volume of 8 cm³ and
Figure B has a volume of 9 cm³.
 Measurement and Data Answer Key
5.MD.5 Answer Key
1. D
2. B
3. A
4. C
5. Volume = 72 ft³
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
To find the volume, you multiply length x width x height. Volume = 6 (length) x 3 (width) x 4 (height) = 72 ft³.

MD Review Answer Key

1. A
2. B
3. C
4. C
5. Samuel is not correct
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
Figure A has a volume of 24 ft³, and Figure B has a volume of 27 ft³

6. D
7. A
8. C
9. C
10. Volume = 432 in³
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
To find the volume, you multiply length x width x height. Volume = 9 (length) x 6 (width) x 8 (height) = 432 in³.
 Standards Achievement Graph
Measurement and Data
Name ________________

4
Number Correct

0
5.MD.1 5.MD.2 5.MD.3 5.MD.4 5.MD.5
Converting Line Plots Exploring Volume Volume
Measurements Volume Formula

Standard
 Class Achievement Chart
Measurement and Data
Student Name 5.MD.1 5.MD.2 5.MD.3 5.MD.4 5.MD.5

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
 Standards Achievement Chart
Measurement and Data
Name ________________

Standard Score
5.MD.1 Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving
multi-step, real world problems.

5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2,
1/4, 1/8). Use operations on fractions for this grade to solve problems involving information
presented in line plots.

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of

volume measurement.

5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.

5.MD.5 Relate volume to the operations of multiplication and addition and solve real
world and mathematical problems involving volume.

Notes_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
5th Grade
Common
Core

Geometry Created by Alexis Sergi

© Alexis Sergi
www.teacherspayteachers.com/Store/Math-Mojo
 Table of Contents
Page Number

5.G.1 64
5.G.2 65
5.G.3 66
5.G.4 67
Geometry Review 68
Answer Key 69 - 71
Data Tracking Graphs and Charts 72 - 74

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* This publication was created and is copyrighted © Alexis Sergi. All rights reserved. This product is bound by copyright laws.
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These assessments are meant to be used by the teacher who purchased them. Please
purchase additional licenses if these are intended to be used in more than one classroom.
7 7
6 6
5 5
4 4
3
2 Coordinate Grids 3
2
1
1
Name________________! ! ! !5.G.1 ! ! ! Date ___________
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

1. 2.
10
10 10
10
99
T What are the 99
What letter
coordinates P is at (8, 6)?
88 88
S for point S?
77 77
S A. P
66 66
55 A. (7, 3) 55 B. Q
U R
44 B. (3, 7) 44 C. R
V C. (0, 4) D. S
33 33
22 D. (9, 9) 22
Q
11 11

11 22 33 44 55 66 77 88 99 10
10 11 22 33 44 55 66 77 88 99 10
10

3.
10
What are the 10
What shape
10
9
coordinates 9
is at (7, 3)?
98 for the point 8
87
with the ? 7
A.
76 6
A. (5, 3) B.
65 B. (3, 5)
5
4 4
5 C. (5, 9) C.
3 3
42 D. (9, 6) 2
31 1 D.
2
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
1
5. Kim put a triangle on the coordinate grid. She says her triangle is at the coordinate (3,
8), but1 her
2 sister
3 4 says
5 6 it7is at
8 (8,
9 10
3). Who is correct? Explain your answer.

10 ___________________________________________
9
8 ___________________________________________
7
___________________________________________
6
5 ___________________________________________
4
___________________________________________
3
2 ___________________________________________
1
___________________________________________
1 2 3 4 5 6 7 8 9 10
___________________________________________
8 8
7 7
6 6
5 5

Coordinate Grid Problem Solving

4 4
3 3
2 2
1 Name________________! ! ! 1
!5.G.2 ! ! ! Date ___________
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
What are the For every 3 ink
1. 2.
coordinates of cartridges she turns
10 the horse barn? 10 in, Betty gets 1 pack
10 10
9 of paper. Complete
9 A. (5, 9) 99 the chart, and plot
8
8 B. (1, 3) 88 the points.
7
7 C. (9, 5) 77
6 x y
6 D. (3, 1) 66
5
5 55 3 1
4
4 Key 44
3
3 Horse Barn 33 6
2
2 22
1 Camp Fire
1 11
3
1 2 3 4 5 6 7 8 9 10 Hiking Trail
1 2 3 4 5 6 7 8 9 10 11 22 33 44 55 66 77 88 99 10
10
What are the Joan was plotting
3. 4. points. She noticed
10 coordinates of that each time
10 10
99 the infirmary? x + 2 = y. Complete
9
A. (5, 3) the chart, and plot
88 8 the points.
7 B. (8, 6) 7
7
6 C. (6, 8) 6 x y
65 D. (3, 5) 5 1 3
54 4
Key 2 4
43 3
2 Cabins 2
3 5
1 Infirmary 1
2
1 2 3 4 5 6 7 8 9 10 Forest 1 2 3 4 5 6 7 8 9 10 4
1
5. Stan
1 gets
2 3 $24 each
5 6time7 he
8 walks
9 10 his uncle’s dog. Use this information to complete the
chart below, then plot the points on the coordinate grid.

10
9 x y
8
1 2
7
2
6
5 6
4
3 4
2
1

1 2 3 4 5 6 7 8 9 10
 Attributes of Shapes
Name________________! ! ! !5.G.3 ! ! ! Date ___________

1. Which shapes are both a polygon and a 2. Which shapes are quadrilaterals with at
parallelogram? least 1 right angle?

1 2 3 4 1 2 3 4

A. Shapes 1 and 2 B. Shapes 2 and 3 A. Shapes 1 and 2 B. Shapes 2 and 3

C. Shapes 2 and 4 D. Shapes 1 and 4 C. Shapes 2 and 4 D. Shapes 1 and 4

3. Which shape is a quadrilateral and a 4. Draw 2 examples of regular polygons.

parallelogram? Explain why they are regular polygons.

1 2 3 4
______________________________________

______________________________________
A. Shape 1 B. Shape 2
______________________________________
C. Shape 3 D. Shape 4
______________________________________

5. Miguel said that all parallelograms are polygons, but not all polygons are
parallelograms. Is he correct? Explain your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Classifying Shapes
Name________________! ! ! !5.G.4 ! ! ! Date ___________

1. Which shape would best complete the 2. Which shape would best complete the
hierarchy below? hierarchy below?
quadrilateral

rhombi __?__ quadrilateral

square
trapezoid rectangle
A. triangle B. rectangle
A. polygon B. circle
C. hexagon D. trapezoid
C. triangle D. parallelogram

3. Use the words square, rectangle, 4. Draw 2 shapes that are polygons but not
polygon, and rhombi to complete the quadrilaterals. Explain why the shapes are
hierarchy. polygons but not quadrilaterals.

quadrilateral

______________________________________
______________________________________
______________________________________
______________________________________

5. Create a hierarchy with the following shapes:

polygon, quadrilateral, rhombi, parallelogram, rectangle
8
7
6
5

Geometry Review
4
3
2
1 Name________________! ! ! G !Review! ! ! Date ___________
1 2 3 4 5 6 7 8 9 10
What are the
1. 2. Which shape would best complete the
coordinates of
10
10 the orchard? hierarchy below?
99 polygon
A. (2, 9)
88
B. (9, 2)
77
C. (3, 4) quadrilateral
66
D. (4, 3)
55
44 trapezoid rectangle
33
Key
Sports Field
22 __?__
11 Barn A. polygon B. triangle
circle
1 2 33 44 55 66 77 88 99 10
10
Orchard C. square
triangle D. parallelogram

3. G 4. Which shapes are both a polygon and a

10
10 trapezoid?
9 What are the
coordinates
88
7
7
6
for point H? 1 2 3 4
65 I F A. (10, 5)
54 B. (5, 10)
43 C. (2, 5)
H
32 D. (5, 2) A. Shapes 1 and 2 B. Shapes 1 and 3
1
2 C. Shapes 2 and 4 D. Shapes 3 and 4
1 1 2 3 4 5 6 7 8 9 10

5. For1 every
2 3 can4 Millie
5 6 collects,
7 8 9 her10 brother collects 2 more. The equation that describes
this is x + 2 = y. Use this information to complete the chart below, then plot the points on
the coordinate grid.
10
9 x y
8
1 3
7
6 2 4
5
4 5
3
2 4
1

1 2 3 4 5 6 7 8 9 10
 Geometry Answer Key
5.G.1 Answer Key
1. B
2. D
3. A10
4. D9
8
5. Her
7 sister is correct
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
6
The5 first number in a coordinate is always the x, or horizontal, axis. The triangle is positioned at the 8th spot
4
on the x axis. The second number in a coordinate is always the y, or vertical, axis. The triangle is positioned at
3
the 23rd spot on the y axis.
1
5.G.2 Answer Key
1 2 3 4 5 6 7 8 9 10
1. C
2. 1010
99 x y
88
77 3 1
66
55
44
33
6
2
22
11 9 3
11 22 33 44 55 66 77 88 99 10
10
3. B
4. 10 x y
10
9
98 1 3
87
76 2 4
65
54
43 3 5
32
21
1
4
6
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10

5.
10 x y
9
8 1 2
7
6
5
2
4
4
3 3 6
2
1 4
8
1 2 3 4 5 6 7 8 9 10
 Geometry Answer Key
5.G.3 Answer Key
1. B
2. D
3. C
4. Student answers may vary, but the shapes they draw must have sides with equal lengths, angles
that are congruent, and they must be closed shapes with 3 or more sides. Several examples are
below.

5. Miguel is correct
(SAMPLE EXPLANATION; EXPLANATIONS WILL VARY)
A parallelogram is a quadrilateral with opposite parallel sides and opposite congruent angles. A
polygon is a closed 2-dimensional shape with 3 or more straight sides. A parallelogram is a type of
polygon, but all polygons are not parallelograms. Polygons are not all quadrilaterals and do not
necessarily have opposite parallel sides.

5.G.4 Answer Key

1. B
2. A
3. polygon

quadrilateral

rectangle rhombi

square

4. (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) A polygon is a closed 2-dimensional

shape with 3 or more straight sides. A regular polygon has all congruent sides and opposite angles
are congruent. Students may draw a variety of polygons as long as they do not have 4 sides
(which would make them quadrilaterals. Several examples are below.

5. Answer is on the next page

 Geometry Answer Key
5.G.4 Answer Key CONT
5. (SAMPLE ANSWER; ANSWERS WILL VARY)

polygon

quadrilateral

parallelogram rectangle

rhombi
10
9
8
7
6

Geometry Review
5
4
1. A
3
2
2. C
1
3. D 1 2 3 4 5 6 7 8 9 10
4. B
5. 10 x y
9
8
7 1 3
6
5 2 4
4
3
2
1
3 5

1 2 3 4 5 6 7 8 9 10
4
6
 Standards Achievement Graph
Geometry
Name ________________

4
Number Correct

0
5.MD.1 5.MD.2 5.MD.3 5.MD.4
Converting Line Plots Exploring Volume
Measurements Volume

Standard
 Class Achievement Chart
Geometry
Student Name 5.G.1 5.G.2 5.G.3 5.G.4

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
 Standards Achievement Chart
Geometry
Name ________________

Standard Score
5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system,
with the intersection of the lines (the origin) arranged to coincide with the 0 on each line
and a given point in the plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to travel from the origin in
the direction of one axis, and the second number indicates how far to travel in the direction
of the second axis, with the convention that the names of the two axes and the coordinates
correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

5.G.2 Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in the context of
the situation.

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also

belong to all subcategories of that category. For example, all rectangles have four right
angles and squares are rectangles, so all squares have four right angles.

5.G.4 Classify two-dimensional figures in a hierarchy based on properties.

Notes_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________
 Other 5th The
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