Worksheets and Whiteboard Resources for Elementary Math
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Math Common Core Standards K 5 Grade 5 Operations and Algebraic Thinking

Grade 5 (5.OA.A.1) Write and interpret numerical expressions.
Ages 10 - 11

Alan Approximation

SUPPORTS 5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

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Grade 5 (5.OA.A.1) Write and interpret numerical expressions.
Ages 10 - 11

Monkey Brackets

SUPPORTS 5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

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Grade 5 (5.OA.A.2) Write and interpret numerical expressions.
Ages 8 - 10

Mystery Number

SUPPORTS 5.OA.A.2: Write 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.

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Grade 5 (5.OA.A.2) Write and interpret numerical expressions.
Ages 8 - 9

Running Problems

SUPPORTS 5.OA.A.2: Write 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.

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Grade 5 (5.OA.A.2) Write and interpret numerical expressions.
Ages 9 - 11

Souper Market

SUPPORTS 5.OA.A.2: Write 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.

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Grade 5 (5.OA.A.2) Write and interpret numerical expressions.
Ages 8 - 10

Pen Shop Problems

SUPPORTS 5.OA.A.2: Write 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.

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Grade 5 (5.OA.B.3) Analyze patterns and relationships.
Ages 8 - 9

Perfume Patterns

SUPPORTS 5.OA.B.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

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Grade 5 (5.OA.B.3) Analyze patterns and relationships.
Ages 8 - 9

Planting Patterns

SUPPORTS 5.OA.B.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

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Grade 5 (5.OA.B.3) Analyze patterns and relationships.
Ages 8 - 10

Number Pattern Snake

SUPPORTS 5.OA.B.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

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