5th Grade Common Core Math Essential Questions
110
Unit 1: Order of Operations and Whole Numbers
Transcript of 5th Grade Common Core Math Essential Questions
Unit 1: Order of
Operations and
Whole Numbers
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How can an
expression be
written given a
set value?
How can
estimating help us
when solving
division problems?
How can estimating
help us when
solving
multiplication
problems?
How can
expressions be
evaluated?
How can I apply my
understanding of area
of a rectangle and
square to determine
the best buy
for a football field?
How can I
effectively explain
my mathematical
thinking and
reasoning to others?
How can I use cues
to remind myself of
the order of steps to
take in a multi-step
expression?
How can I use the
situation in a story
problem to
determine the best
operation to use?
How can identifying
patterns help
determine multiple
solutions?
How can we
simplify
expressions?
How can you
represent the
quantity of a
multiple of 10?
In what kinds of
real world
situations might
we use equations
and expressions?
What happens when
we multiply a whole
number by powers of
10?
What is the
difference between
an expression and
an equation?
What operations
are needed to find
area and cost per
square inch?
What pattern is
created when a
number is
multiplied by a
power of 10?
What strategies can
we use to determine
how numbers are
related?
What strategies
can we use to
efficiently solve
division problems?
What strategies can
we use to
efficiently solve
multiplication
problems?
Why is it
important to
follow an order
of operations?
Unit 2:
Decimals
How are decimal
numbers placed
on a number
line?
How can we use
estimation to help us
check the
reasonableness of sums
and differences
of decimal numbers?
How can we use
models to
demonstrate
decimal values?
How do we add
decimal
numbers?
How do we
solve problems
with decimals?
How do we
subtract
decimal
numbers?
How do you
order
fractions?
How does the
location of digit in
the number affect
the size of a
number?
How is place
value different
from digit
value?
What are the
various uses of
decimals?
What is a
fraction and
how can it be
represented?
Why does
placement or
position of a
number matter?
Why is place value
important when
adding whole
numbers and
decimal numbers?
Why is place value
important when
subtracting whole
numbers and
decimal numbers?
Unit 3:
Multiplying and
Dividing
Decimals
How can we use
models to
demonstrate
multiplication and
division of decimals?
What happens
when we multiply
decimals by
powers of 10?
How can we use
exponents to
represent the value
of larger numbers?
How can we describe
the relationship
between the number of
zeroes and the
exponent for base
ten?
How do the rules of
multiplying whole
numbers relate to
multiplying
decimals?
How are
multiplication
and division
related?
How are factors
and multiples
related to
multiplication and
division?
What happens
when we multiply
a decimal by a
decimal?
What happens
when we divide
a decimal by a
decimal?
What are some
patterns that occur
when multiplying
and dividing by
decimals?
How can we
efficiently solve
multiplication and
division problems
with decimals?
How can we
multiply and
divide decimals
fluently?
What strategies
are effective for
finding a missing
factor or divisor?
How can we check
for errors in
multiplication or
division of
decimals?
Unit 4: Adding,
Subtracting,
Multiplying, and
Dividing Fractions
How are equivalent
fractions helpful
when solving
problems?
How can a
fraction be
greater than 1?
How can a
model help us
make sense of
a problem?
How can comparing
factor size to 1 help
us predict what will
happen to the
product?
How can decomposing
fractions or mixed
numbers help us
model fraction
multiplication?
How can
decomposing
fractions or mixed
numbers help us
multiply fractions?
How can
fractions be used
to describe fair
shares?
How can fractions
with different
denominators be
added together?
How can looking at
patterns help us
find equivalent
fractions?
How can making
equivalent fractions
and using models
help us solve
problems?
How can modeling
an area help us
with multiplying
fractions?
How can we describe
how much someone gets
in a fair-share
situation if the fair
share is
less than 1?
How can we describe
how much someone gets
in a fair-share
situation if the fair
share is between two
whole numbers?
How can we
model an area
with fractional
pieces?
How can we model
dividing a unit fraction
by a whole number with
manipulatives and
diagrams?
How can we tell if a
fraction is greater
than, less than, or
equal to one whole?
How does the size
of the whole
determine the size
of the fraction?
What connections
can we make
between the models
and equations with
fractions?
What do equivalent
fractions have to do
with adding and
subtracting
fractions?
What does dividing
a unit fraction by
a whole number
look like?
What does
dividing a whole
number by a unit
fraction look like?
What does it mean
to decompose
fractions or
mixed numbers?
What models can we
use to help us add and
subtract fractions
with different
denominators?
What strategies can
we use for adding and
subtracting fractions
with different
denominators?
When should we
use models to
solve problems
with fractions?
Why is it important
to know how close
a fraction is to one
whole?
Unit 5:
Geometry and
the Coordinate
Plane
How does the
coordinate
system work?
How can the
coordinate system
help you better
understand other
map systems?
How do
coordinate grids
help you organize
information?
How can we
represent
numerical patterns
on a coordinate
grid?
What relationships
can be determined
by analyzing two
sets of given
rules?
How can a line graph
help us determine
relationships
between two
numerical patterns?
Unit 6: 2-D
Figures
How can plane
figures be
categorized
and classified?
What is a
quadrilateral?
How can you
classify different
types of
quadrilaterals?
How are
quadrilaterals
alike and
different?
What are the
properties of
quadrilaterals?
How can angle and
side measures help
us to create and
classify triangles?
Where is
geometry found
in your everyday
world?
What careers
involve the use
of geometry?
Why are some
quadrilaterals
classified as
parallelograms?
Why are kites not
classified as
parallelograms?
Why is a square
always a
rectangle?
What are ways
to classify
triangles?
Unit 7: Volume
and
Measurement
Does volume change
when you change the
measurement
material? Why or
why not?
How are area
and volume
alike and
different?
How can you find
the volume of cubes
and rectangular
prisms?
How do we
measure
volume?
How do you
convert volume
between units
of measure?
What connection
can you make
between the
volumes of
geometric solids?
What material is
the best to use
when measuring
volume?
Why is volume
represented with
cubic units and
area represented
with square units?
Why is volume
represented
with cubic
units?
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