**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Demonstrates how to solve real-world problems that involve adding, subtracting, and multiplying fractions by whole numbers.

*Skill: Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.*

*Georgia Standard: MGSE.5.NF.1*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Fractions with unlike denominators are added or subtracted and then translated into simplest form.

*Skill: Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.*

*Georgia Standard: MGSE.5.NF.1*

**Source: PBS Learning Media**

**Resource Type: Lesson Plan**

Students practice three ways of doubling fractions (representations, addition and multiplication) as they double a cupcake recipe. The convert between improper fractions and mixed numbers.

*Skill: Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.*

*Georgia Standard: MGSE.5.NF.1*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Fraction bars are used to solve problems involving the adding and subtracting of fractions with unlike denominators. A word problem involving unlike fractions is also solved.

*Skill: Solve word problems involving addition and subtraction of fractions, 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 + _ = 3/7, by observing that 3/7 < _.*

*Georgia Standard: MGSE.5.NF.2*

**Source: PBS Learning Media**

**Resource Type: Video with Support Materials**

Students explore the connection between division and fractions while dividing up cookies. This video focuses on recognizing patterns when modeling dividing up cookies to share with people.

*Skill: 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. Example: 3 5 can be interpreted as “3 divided by 5 and as 3 shared by 5.*

*Georgia Standard: MGSE.5.NF.3*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

This video was submitted through the Innovation Math Challenge, a contest open to professional and nonprofessional producers

*Skill: Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators. Solve word problems involving addition and subtraction of fractions, 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 + _ = 3/7, by observing that 3/7 < _.*

*Georgia Standard: MGSE5.NF.1; MGSE5.NF.2*

**Source: PBS Learning Media**

**Resource Type: Video with Support Materials**

Solve problems using addition, subtraction, and multiplication of fractions in this interactive from WNET. In the accompanying classroom activity, students work with a partner and watch a series of Cyberchase videos; answer associated discussion questions; and complete an activity that uses fraction knowledge, proportion, addition, and multiplication.

*Skill: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.*

*Georgia Standard: MGSE5.NF.4*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Constructed Response Questions**

In this constructed response task, students will multiply fractions and decimals by whole numbers.

*Skill: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.*

*Georgia Standard: MGSE5.NF.4*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students review what they have learned about multiplying fractions and work together to discuss outstanding questions.

*Skill: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.*

*Georgia Standard: MGSE5.NF.4*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Multiplies and simplifies fractions, and cross-cancels numerators and denominators in the midst of solving multiplying fractions problems.

*Georgia Standard: MGSE5.NF.4*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

This lesson uses an area model to represent fraction multiplication. When you shade the parts represented by each fraction. the product will be the fraction represented by the intersection of the two shaded parts.

*Georgia Standard: MGSE5.NF.4*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Continues determining which fractions are greater than, less than, or equal to each other by finding their common denominators.

*Skill: 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.Example 4x10 is twice as large as 2x10.*

*Georgia Standard: MGSE5.NF.5a*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

To multiply a whole number by a fraction. think of multiplication as repeated addition. When you do, you will notice that the numerator gets multiplied by the whole number and the denominator remains the same. Remember that multiplication is commutative so the order of the factors can be switched around. A series of videos

*Skill: 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 x a)/(n x b) to the effect of multiplying a/b by 1.*

*Georgia Standard: MGSE5.NF.5b*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Demonstrates how to solve real-world problems that involve adding, subtracting, and multiplying fractions by whole numbers. 7 Video Segments and additional classroom materials

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

*Georgia Standard: MGSE5.NF.6*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Constructed Response Question**

In this constructed response task, students will write a word problem that can be solved by dividing a fraction by a whole number, draw a model of the problem and explain division of fractions.

*Skill: Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3.*

*Georgia Standard: MGSE.5.NF.7.a*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students solve division problems involving fractions by drawing graphical representations then writing division problems and finding the quotient.

*Skill: Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4.*

*Georgia Standard: MGSE.5.NF.7.b*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students draw models to show the result of multiplying a whole number by a fraction. Then they model a similar concept using multiplication of two fractions.

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

*Georgia Standard: MGSE.5.NF.7.c*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students answer word problems about fractions using a dataset and a line plot.

*Skill: 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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.*

*Georgia Standard: MGSE.5.MD.2*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Showcases the properties of four plane shapes: circles, rectangles, triangles, and squares. The program also reveals how the terms congruence and symmetry relate to shapes.

*Skill: 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.*

*Georgia Standard: MGSE.5.G.3*

**Source: PBS Learning Media**

**Resource Type: Lesson Plan**

Students learn to classify quadrilaterals, including trapezoids, with a focus on different types of parallelograms. They learn the relationships among rectangles, squares, and rhombuses as different types of parallelograms.

*Skill: Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles, and quadrilaterals).*

*Georgia Standard: MGSE.5.G.4.*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Investigates the different units of measurement used in the U.S. Standard and the Metric System of measurement

*Skill: Convert among different sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.*

*Georgia Standard: MGSE.5.MD.1*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Presents a variety of methods used to measure length, weight, and volume. The program visits Busch Gardens to examine the different ways in which zookeepers use the standard and metric systems of measurement.

*Skill: Convert among different sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.*

*Georgia Standard: MGSE.5.MD.1*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students learn how to express measurements in larger units in terms of smaller units using number line diagrams and tables. Students apply and practice what they learned by completing an activity in which they measure objects and solve word problems involving conversions within the metric system.

*Skill: Convert among different sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.*

*Georgia Standard: MGSE.5.MD.1*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Constructed Response Questions**

In this constructed response task, students will construct a line plot and use the heights of Abe's seedlings to solve problems.

*Skill: 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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.*

*Georgia Standard: MGSE.5.MD.2*

**Source:Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Defines volume as the amount of space that something takes up, and compares objects of lesser volume to objects of greater volume. The segment teaches that volume is often described in cubic units, and lists the following cubic units: cubic inches, cubic feet, cubic yards, and cubic meters.

*Skill: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.*

*Georgia Standard: MGSE.5.MD.3*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students measure volume by counting unit cubes in a picture of rectangular prisms, then they draw rectangular prisms showing unit cubes and measure the volume

*Skill: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.*

*Georgia Standard: MGSE.5.MD.4*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students solve geometrical word problems involving height, base, and volume.

*Skill: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.*

*Georgia Standard: MGSE.5.MD.5*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

Introduces the coordinate plane, which is a chart made of horizontal and vertical number lines that intersect. Ordered pairs communicate where to plot a point on the coordinate plane.

*Skill: 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).*

*Georgia Standard: MGSE.5.G.1*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

A coordinate system includes the horizontal and vertical axes and coordinates, or ordered pairs.

*Skill: 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).*

*Georgia Standard: MGSE.5.G.1*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Activity**

Students demonstrate what they know about a Cartesian Coordinate Plane and the ordered pairs that are plotted on it.

*Skill: 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).*

*Georgia Standard: MGSE.5.G.1*

**Source: PBS Learning Media**

**Resource Type: Video with Support Materials**

In this video from Cyberchase, Harry decides he needs to start a regular workout schedule. He uses a graph to record his progress. In the accompanying classroom activity, students play a ball-balancing game and record their attempts on a graph to build on the concepts presented in the video. This resource is part of the Math at the Core: Middle School Collection.

*Skill: 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.*

*Georgia Standard: MGSE.5.G.2*

**Source: PBS Learning Media**

**Resource Type: Interactive**

In this interactive, students use clues and logic to plot the location of aquatic animals on a Cartesian graph that represents the four cardinal directions. The three riddles in the interactive, including one that requires students to understand rate, have randomized values so that students can practice placing points at different locations on the graph. The accompanying classroom activity provides students with a review of locating points on a Cartesian graph. A response sheet helps students work with the interactive.

*Skill: 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.*

*Georgia Standard: MGSE.5.G.2*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

An input/output table (function table) is filled in based on a given addition rule. Grade 04 Review

*Skill: Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane.*

*Georgia Standard: MGSE.5.OA.3*

**Source: Discovery Education**(Login required. Reference your school’s directions for accessing from home.)

**Resource Type: Video**

A given function table that is filled with values is used to generate ordered pairs which are then plotted on a graph.

*Skill: Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane.*

*Georgia Standard: MGSE.5.OA.3*