Christmas Worksheets for 5th Graders

About these christmas for 5th grade worksheets

Standards

• CCSS.MATH.CONTENT.5.NBT.B.6Find 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.
• CCSS.MATH.CONTENT.5.NBT.B.7Add, 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.
• CCSS.MATH.CONTENT.5.NF.A.2Solve 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. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
• CCSS.MATH.CONTENT.5.NF.B.6Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
• CCSS.MATH.CONTENT.5.NF.B.7.CSolve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
• CCSS.MATH.CONTENT.5.OA.A.2Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
• CCSS.MATH.CONTENT.5.MD.C.5Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
• CCSS.MATH.CONTENT.5.G.A.1Use 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).
• CCSS.ELA-LITERACY.RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
• CCSS.ELA-LITERACY.RI.5.5Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
• CCSS.ELA-LITERACY.W.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• CCSS.ELA-LITERACY.L.5.2.BUse a comma to separate an introductory element from the rest of the sentence.
• CCSS.ELA-LITERACY.L.5.2.CUse a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).

How to use them

1. Use the holiday market page with real or play money to check that the decimal answers make sense.
2. Let children estimate each volume before calculating, then compare.
3. Read the ice storm story twice: once for the plot, once to hunt for figurative language.