5th Grade Math Interactive Notebook DOODLE Sheets ~ EASY Notes ~ PPTs Included!

Grade Levels
4th - 6th, Homeschool
Formats Included
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INCLUDED in this download:

Math Doodle Sheet

Guided Practice Sheet

PowerPoint – to show students the KEY

– two versions of both sheets included: INB and large 8.5 x 11 size

TEKS and CC Aligned – plan for the FULL year included!

These doodle sheets are the SAME CONTENT as my 5th grade foldables,

just in a FLAT SHEET format. So EASY to USE!

This product is part of a larger bundle of 90 - 5th grade math Doodle Sheet found here:

5th Grade Math ALL the DOODLE Sheets ~ So Fun and Engaging!

These 5th grade math doodle sheets are a great way to help the students learn math concepts. Students are engaged as they take creative notes and decorate to make them their own. Doodling helps content retention and students love these! Students will have the most complete creative math interactive notebook ever. Many parents want to help with math but don’t understand how to do math anymore, so these descriptive step by step sheets help students and parents understand math! Collect all 90 and this doodle sheet interactive notebook works as an amazing resource to refer to for the whole year!

If you want them ALL, purchase the bundle.

Doodle Sheets NOT SOLD Separately:

3, 5, 11, 18, 27, 38, 44, 48, 53, 79, 82, and 86.

LIST of 90 Doodle Sheets plus Guided Practice Sheet

# Doodle Sheet Name

1 Place Value

2 The Base 10 Place Value System

3 All About Numbers

4 Properties of Operations

5 Expanded Notation

6 Comparing and Ordering Decimals

7 Rounding Decimals

8 Estimating Decimals

9 Adding Decimals to the 1,000ths

10 Subtracting Decimals to the 1,000ths

11 Calculating Money

12 Multiplication Facts Through 12

13 Multiplication Properties

14 Checking with the Digital Root

15 3 Digit by 2 Digit Multiplication

16 Multiplying Whole Numbers by Decimals

17 Multiplying Decimals by Decimals

18 Distributive Property

19 Multiplying Whole Numbers with Decimals by Whole Numbers with Decimals (models)

20 Multiplying Whole Numbers with Decimals by Whole Numbers with Decimals (standard algorithm)

21 Multiplying Decimals to the 100ths

22 Multiplying Money

23 Dividing 4 Digit by 2 Digit Numbers

24 Zeros in the Quotient

25 Terminating and Repeating Decimals

26 Dividing Decimals by 10, 100, 1000

27 Dividing Decimals by Decimals

28 Dividing Decimals by Whole Numbers

29 Dividing Whole Numbers by Decimals

30 Dividing Whole Numbers with Decimals by Whole Numbers with Decimals

31 Dividing Decimals using the Standard Algorithm

32 All About Factors and Multiples

33 Divisibility Rules

34 Prime & Composite Numbers

35 How to Find the LCM

36 Greatest Common Factor

37 Prime Factor Trees

38 Simplifying Fractions

39 Improper Fractions to Mixed Numbers

40 Mixed Numbers to Improper Fractions

41 Equivalent Fractions

42 Adding and Subtracting Like Denominators

43 Adding and Subtracting Unlike Denominators with Models

44 Adding and Subtracting Unlike Denominators with Steps

45 Adding and Subtracting Mixed Numbers

46 Adding and Subtracting Mixed Numbers with Regrouping

47 Multiplying Fractions by Fractions

48 Multiplying Fractions and Whole Numbers

49 Multiplying Whole Numbers by Fractions

50 Multiplying Mixed Numbers

51 Dividing Unit Fractions by Whole Numbers

52 Dividing Whole Numbers by Unit Fractions

53 Dividing Fractions by Fractions

54 Dividing Mixed Numbers

55 Order of Operations

56 Simplifying Numerical Expressions

57 Expressions

58 Classifying Quadrilaterals

59 Classifying Triangles

60 Classifying Shapes

61 Numerical Patterns and Rules

62 Additive and Multiplicative Numerical Patterns

63 Additive and Multiplicative Numerical Patterns in Graphs

64 All About the Coordinate Plane

65 Graphing Ordered Pairs

66 Tables and Graphing

67 Finding the Missing Piece

68 Finding Volume

69 Finding Volume in Layers

70 Finding Volume using Formulas

71 Decomposing/Composing with Volumes and Formulas

72 Comparing Volumes

73 All About Measurement

74 Converting Customary Units of Measure

75 Converting Metrics Units of Measure

76 Converting Units

77 Comparing Measurements

78 Bar Graphs

79 Stem and Leaf Plots

80 Tables and Dot Plots

81 Scatter Plots

82 Mode, Mean, Median and Range

83 Taxes

84 All About Income

85 Methods of Payment

86 The Good and Bad about Methods of Payment

87 Financial Record Keeping

88 Savings, Contributions, and Donations

89 What happens when expenses exceed income?

90 Balancing Budgets

Total Pages
Answer Key
Teaching Duration
1 Year
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to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(π‘₯ – 1) = 3. Noticing the regularity in the way terms cancel when expanding (π‘₯ – 1)(π‘₯ + 1), (π‘₯ – 1)(π‘₯Β² + π‘₯ + 1), and (π‘₯ – 1)(π‘₯Β³ + π‘₯Β² + π‘₯ + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.


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