 # Fifth Grade Math Centers Bundle        Subject
Resource Type
Format
Zip (283 MB|303 pages)
Standards
\$40.00
Bundle
List Price:
\$49.50
You Save:
\$9.50

#### Products in this Bundle (10)

showing 1-5 of 10 products

#### Bonus

Math Center Teacher Tips and Tricks

### Description

This 5th grade bundle includes hands-on and engaging math centers for the entire year!!! You will be getting a total of 90 math centers plus 3 bonus centers!

Each set of centers has the same format, so students will learn the expectations and procedures and then be able to complete centers for the entire year without many new directions.

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I also have this resource in a digital version! Click HERE to check it out.

The centers are engaging and include sorts, task cards, math writing, matching, etc. Each set of centers has a recording book that students use for all 10 centers in that unit.

This resource was created in collaboration by The Primary Gal and Not So Wimpy Teacher. Creating this resource as a team helped us to increase the quality of the math centers!

**Would you like to learn how I use these math centers? Click HERE to view a free video on how to implement math centers.**

Would you like to see what our math centers look like? Click HERE to grab a FREE mini set of graphing and data centers.

Centers are included in color and black line for your convenience.

JUST ADDED! This bundle now includes a 40 page document with math center tips, schedules, posters and labels!

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Centers Included:

Back to School

1. Math journaling

2. Word Problems (All four operations)

3. Decimals to the tenths

4. Rounding (to the nearest hundred and the nearest thousand)

5. Geometry (area and perimeter of squares, rectangles and irregular shapes)

6. Graphs (bar graph and picture graph)

7. Comparing fractions and decimals to 1/2

8. 5-digit subtraction equations (with regrouping)

9. Elapsed time

10. Fractions (reducing and equivalent)

Place Value

1. Math journaling (value of a whole number vs. decimal)

2. This or That? (read clues to determine the correct number)

3. Rounding decimals to the nearest whole number

4. Rounding to the nearest tenth and hundredth

5. Making Numbers (using number tiles to create numbers with the least or greatest value)

6. Expanded form

7. Comparing decimals to .5

8. Powers of 10 (multiplying & dividing by 10, 100 or 1,000)

9. Value of underlined digits

10. Word form

Multiplication

1. Math journaling (explaining zero place holders)

2. This or That? (determine the missing factor or the product with the clues given)

3. Word Problems (multiplication of 2 and 3-digit numbers)

4. Roll a Product (2-digit multiplication)

5. Error Analysis (2 and 3-digit multiplication)

6. Color Code (using the associative property)

7. Vocabulary Match

8. 2-digit x 3-digit numbers

9. 2-digit x 4-digit numbers

10. Write a Word Problem (given two factors)

Division

1. Math journaling (explaining remainders)

2. Word Problems (2-digit divisors)

3. One-Digit Divisors

4. Two-Digit Divisors

5. Roll a Problem (1-digit divisors with 4-digit dividends)

6. Roll a Problem (2-digit divisors with 5-digit dividends)

7. Remainders as a whole number, decimal and fraction

8. Vocabulary Match

9. Understanding Remainders

10. Multiplication or Division?

Decimals

1. Math journaling (explaining how to multiply and divide decimals)

2. Vocabulary

4. Subtraction of Decimals

5. Roll a Problem (Addition & Subtraction of Decimals)

6. Multiplication of Decimals

7. Division of Decimals

8. Error Correction (Multiplication & Division of Decimals)

9. Mixed Operations with Decimals

10. Word Problems (Mixed Operations)

Fractions

1. Color Coding (Simplifying Fractions)

2. Reducing Fractions (Proper and Improper)

3. Addition of Fractions (Unlike Denominators)

4. Subtraction of Fractions (Unlike Denominators)

5. Multiplication of Fractions (Unlike Denominators)

6. Division of Fractions (Unlike Denominators)

7. Addition and Subtraction of Mixed Numbers

8. Vocabulary Match

9. Math Journal (Simplifying Fractions)

10. Word Problems (Mixed Operations)

Geometry

1. Missing Number (solving for one side given the area)

2. Area or Perimeter Sort

3. Solving for Area (with fractions)

4. Volume of a 3D shape

5. Word Problems (area and perimeter)

6. Indentifying shapes (with given attributes)

7. Sorting shapes by attributes

8. Graphing Ordered Pairs

9. Vocabulary

10. Math Journal (volume)

Equations

1. Exponents

2. Order of Operations

3. Solve and Sort Equations

4. Addition and Subtraction with Variables

5. Multiplication and Division with Variables

6. All Four Operations with Variables

7. Graphing Equations

8. Writing Expressions

9. Vocabulary

10. Math Journal (inverse operations)

Test Prep

1. Multiplication (3 & 4 digits)

2. Long Division (2-4 digits)

3. Decimals (all operations)

4. Improper and Proper Fractions

5. Addition & Subtraction of Mixed Numbers

6. Multiplication of Whole Numbers & Fractions

7. Order of Operations

8. Measurement Conversions

9. Coordinate Plane

10. 3-step word problem (volume)

FREE Graphing and Data Mini Set

1. Line Plot Graphs

2. Bar Graphs

3. Mean, Median and Range

I also have centers for other grade levels!

Total Pages
303 pages
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Teaching Duration
N/A
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### Standards

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)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 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 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 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(𝑥 – 𝑦)² 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 𝑥 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.

### Q & A

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