problem solving lesson plan grade 5

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Bridges First Edition Lessons & Activities, Grades 5

For fifth grade, 9 of 22 supplements sets are correlated to the Common Core State Standards. For two-way mapping of supplements to standards download the Grade 5 Correlations .

Algebra, Set B1: Diagrams & Equations, pdf

Grade level: 5.

• Activity 1: The Carnival
• Independent Worksheet 1: Padre’s Pizza
• Independent Worksheet 2: Choosing Equations & Diagrams

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Data Analysis, Set E2: Fundamental Counting Principle, pdf

• Activity 1: Counting the Possible Outcomes
• Independent Worksheet 1: Charlie’s Marbles
• Independent Worksheet 2: Rachel’s Outfits

Geometry, Set C1: Triangles & Quadrilaterals, pdf

• Activity 1: Classifying Triangles
• Activity 2: Sorting & Classifying Quadrilaterals
• Activity 3: Finding the Perimeter & Area of a Parallelogram
• Activity 4: Three Mathematical Ideas
• Independent Worksheet 1: More Geoboard Triangles
• Independent Worksheet 2: Color & Construct Triangles
• Independent Worksheet 3: Classifying Quadrilaterals
• Independent Worksheet 4: Quad Construction
• Independent Worksheet 5: Perimeter & Area Puzzles
• Independent Worksheet 6: Ebony’s Quilt

Geometry, Set C2: Transformations, pdf

• Activity 1: Sketching & Identifying Transformations
• Independent Worksheet 1: Transforming Figures, Part 1
• Independent Worksheet 2: Transforming Figures, Part 2

Geometry, Set C3: 3-Dimensional Shapes, pdf

• Activity 1: 3-Dimensional Shape Posters
• Activity 2: Faces, Edges & Vertices
• Independent Worksheet 1: Nets & 3-Dimensional Shapes

Geometry, Set C4: Line Segments, Rays & More, pdf

• Activity 1: Point, Line Segment, Ray, Angle
• Independent Worksheet 1: Drawing & Measuring Line Segments & Angles
• Independent Worksheet 2: Parallel & Perpendicular
• Independent Worksheet 3: Constructing Polygons

Measurement, Set D1: Area & Perimeter, pdf

• Activity 1: Measuring Area
• Activity 2: Measuring Perimeter
• Activity 3: The Ladybugs’ Garden
• Activity 4: Hexarights
• Independent Worksheet 1: Area & Perimeter Review
• Independent Worksheet 2: Measuring Rectangles

Measurement, Set D2: Volume, pdf

• Activity 1: Introducing Volume
• Activity 2: More Paper Boxes
• Activity 3: Fish Tank Volume
• Activity 4: Number of Fish
• Activity 5: Fish Tank Plants with a Line Plot
• Activity 6: Water for the Fish Tank Assessment
• Independent Worksheet 1: Volume Review
• Independent Worksheet 2: The Camping Trip
• Independent Worksheet 3: Tank Volume
• Independent Worksheet 4: Third Tank Needs Fish
• Independent Worksheet 5: Plants for the Second Fish Tank

Measurement, Set D3: Area of Polygons, pdf

• Activity 1: Area of Parallelograms, Part 1
• Activity 2: Area of Parallelograms, Part 2
• Activity 3: Area of Right Triangles
• Activity 4: Polygons to Order
• Independent Worksheet 1: Geoboard Polygons
• Independent Worksheet 2: Finding Perimeter & Area of Quadrilaterals
• Independent Worksheet 3: Finding the Area of Right Triangles
• Independent Worksheet 4: Rectangles, Parallelograms & Right Triangles 

Number & Operations, Set A1: Estimating to Add & Subtract, pdf

• Independent Worksheet 1: Using Compatible Numbers to Estimate Answers
• Independent Worksheet 2: Are These Answers Reasonable?
• Independent Worksheet 3: Travel Miles 

Number & Operations, Set A2: Primes, Composites, & Common Factors, pdf

• Activity 1: Primes & Common Factors
• Activity 2: Factor Riddles Independent Worksheet 1: Prime or Composite?
• Independent Worksheet 2: Factor Trees & Common Factors
• Independent Worksheet 3: More Factor Riddles 

Number & Operations, Set A3: Estimating to Multiply & Divide, pdf

• Independent Worksheet 1: Using Compatible Numbers to Multiply & Divide
• Independent Worksheet 2: More Multiplication & Division with Compatible Numbers
• Independent Worksheet 3: Reasonable Estimates in Multiplication & Division 

Number & Operations, Set A4: Long Division, pdf

• Activity 1: Introducing the Standard Algorithm
• Activity 2: Extending the Standard Algorithm

Number & Operations, Set A5: Adding & Subtracting Fractions, pdf

• Independent Worksheet 1: Fractions through the School Day
• Independent Worksheet 2: Fractions on the Trail
• Independent Worksheet 3: Adding & Subtracting Fractions 

Number & Operations, Set A6: Fraction Concepts, pdf

• Activity 1: Simplify & Compare
• Activity 2: Same-Sized Pieces
• Independent Worksheet 1: Using the Greatest Common Factor to Simplify Fractions
• Independent Worksheet 2: Finding the Least Common Denominator
• Independent Worksheet 3: LCM & GCF 

Number & Operations, Set A7: Place Value to Billions, pdf

• Independent Worksheet 1: Tons of Rice
• Independent Worksheet 2: Inches to the Moon & Other Very Large Numbers
• Independent Worksheet 3: More Very Large Numbers 

Number & Operations, Set A8: Whole Number Properties, pdf

• Activity 1: The Commutative, Associative & Distributive Properties
• Independent Worksheet 1: Properties Make It Easier
• Independent Worksheet 2: C is for Commutative, A is for Associative, D is for Distributive 

Number & Operations, Set A9: Multiplying Fractions, pdf

• Activity 1: Geoboard Perimeters
• Activity 2: Fraction Multiplication Story Problems
• Activity 3: Using the Area Model for Multiplying Fractions
• Activity 4: Generalizations About Multiplying Fractions
• Activity 5: Target 1: Fractions
• Activity 6: Multiplying Domino Fractions
• Activity 7:  Area Word Problems with Mixed Numbers
• Independent Worksheet 1: Picturing Fraction Multiplication
• Independent Worksheet 2: More Fraction Multiplication
• Independent Worksheet 3: Fraction Stories
• Independent Worksheet 4: Using Strategies to Multiply Fractions with Mixed Numbers
• Independent Worksheet 5: Domino Multiplication 

Number & Operations, Set A10: Integers, pdf

• Activity 1: Introducing Integers
• Activity 2: Integer Tug O' War
• Activity 3: 4-Quadrant Battleship
• Independent Worksheet 1: Negative & Positive Temperature
• Independent Worksheet 2: Temperature & Elevation Riddles
• Independent Worksheet 3: Shapes on a 4-Quadrant Grid 

Number & Operations, Set A11: Multiplying & Dividing Decimals, pdf

• Activity 1: Multiplying by Powers of Ten
• Activity 2: Dividing by Powers of Ten
• Activity 3: Using Decimals to Calculate Sale Prices
• Activity 4: Multiplying Decimals
• Activity 5: Building a Deck, Using Partial Products & Arrays for Decimal Multiplication
• Activity 6: Multiplying Decimals, More/Less
• Activity 7: Dividing Decimals with Money & Menus
• Activity 8: Using Models & Strategies to Divide with Decimals
• Independent Worksheet 1: Thinking about Tenths, Hundredths & Thousandths
• Independent Worksheet 2: Very Large & Very Small Numbers in Context
• Independent Worksheet 3: Multiplying & Dividing by Powers of Ten
• Independent Worksheet 4: Using Landmark Fractions & Percents to Multiply by Decimals
• Independent Worksheet 5: Multiplying Two Decimal Numbers
• Independent Worksheet 6: Comparing & Multiplying Fractions & Decimals
• Independent Worksheet 7: Olympic Swimmers
• Independent Worksheet 8: Olympic Track Star 

Number & Operations, Set A12: Dividing Fractions & Whole Numbers, pdf

• Making Sense of Division with Fractions
• Activity 1: Dividing Fractions & Whole Numbers Pre-Assessment
• Activity 2: Reviewing the Sharing & Grouping Interpretations of Division
• Activity 3: Grouping Stories
• Activity 4: Dividing a Whole Number by a Fraction
• Activity 5: Sharing Stories
• Activity 6: Dividing a Fraction by a Whole Number
• Activity 7: The Division Poster Project
• Activity 8: Dividing Fractions & Whole Numbers Post-Assessment
• Independent Worksheet 1: Sharing & Grouping: Multiplying & Dividing
• Independent Worksheet 2: Operating with Fractions & Whole Numbers
• Independent Worksheet 3: More Fractions & Whole Numbers 

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Word Problems Lesson Plans for 5th Graders

CONTENT TYPE

• Lesson Plans
• Number Sense (2)
• Place Value (2)
• Multiplication (8)
• Times Tables (2)
• Division (1)
• Fractions (14)
• Fractions Operations (14)
• Decimals (8)
• Algebra (4)
• Word Problems (7)
• Reading (20)
• Reading Skills (20)
• Writing (1)
• Grammar (21)
• Adverbs and Adjectives (3)
• Nouns and Pronouns (3)
• Prepositions and Conjunctions (3)
• Punctuation (3)
• Sentences (3)
• Verbs and Tenses (5)
• Vocabulary (2)

Multiplication Journey: 3 & 4 Digits Lesson Plan

Master the art of multiplying large numbers with this engaging lesson plan. Explore strategies for multiplying three- and four-digit numbers by one-digit numbers, both with and without regrouping. Develop a deep understanding of the concepts through hands-on activities and problem-solving tasks.

Multiply 2-Digits by 1-Digit Lesson Plan

Mastering multiplication with two-digit and one-digit numbers in an interactive lesson.

Estimate Fraction Sums: A Math Dive Lesson Plan

Join us on a fun-filled math adventure as we learn how to estimate the sums of fractions using benchmark fractions. Engage in hands-on activities and problem-solving tasks to develop your estimation skills!

Multiplying Fractions: Deep Dive Lesson Plan

Master fraction multiplication through engaging word problems!

Fraction Word Problems Mastery Lesson Plan

Conquer word problems with fractions using key strategies in this interactive math lesson.

Decimals Word Problems Mastery Lesson Plan

Develop problem-solving skills with this interactive math lesson. Learn strategies to solve word problems involving decimals and apply them to real-world scenarios.

Mastering Multi-Step Problems Lesson Plan

Master multi-step word problems with this engaging math lesson. Explore real-life scenarios and apply mathematical operations to find solutions.

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79 Problem-Based Lesson Plan Template

Problem-based lesson plan template.

For additional information on Problem-based instruction, please visit our Teaching Strategies page of the MNSU Instructional Design Services .  In order to implement a problem-based instruction lesson in your classroom, there are a few planning steps to consider.  Fill in the blanks with your lesson-specific information in order to plan your problem-based lesson.

1. Develop clear and measurable learning objectives (including cognitive and behavioral objectives) – based on Bloom’s Taxonomy

• Students will be able to {verb} {noun}.

Ex: Students will demonstrate the methods of organismal biologists, including observation, phylogenetics, experimentation, and form/function studies.

2. Identify the learning resources students will need to access at home before coming to class.  These resources are generally what you would normally do in a traditional lecture format class (lecture, videos, etc)

• Reading materials
• Watch instructional video xxx (name of the video) for xx minutes http://www …
• Exercise on worksheets, if any
• Suggest other learning resources

Ex:  Before class on Thursday, please watch instructional video #1.

Learning Resources my lesson will include:

• __________________________________

Technology Resources I will need to create the pre-class learning resources:

3. Prepare the real-world, contextual problem that students will use to explore the content.  You can either create a problem or select one from an existing problem bank.  Follow the guidelines below for both selecting and creating a problem.

Garner’s (2010) suggested PBL problem elements:

• The topic of concern captures the attention and interest of participating students.
• Students are required to make judgments and decisions by analyzing a variety of options in choosing their best course of action.
• The proposed problem has a level of complexity that involves all team members in the data gathering and decision-making phases.
• Questions are open-ended and invite group members to participate.
• There is a direct connection between the PBL scenario and course learning outcomes.

Students should be able to answer the following four questions when working towards a problem solution:

• What do I know (about the problem or issue)
• What do I need to know to solve it?
• How do I get that information?
• How do I apply that information to determine a solution?

You can also use created problems from resources like the University of Delaware’s PBL Clearninghouse

My problem:

Ex: (From A Principles of Organismal Biology course)

200,000 people applied to be a part of the Mars colonization project. The 40 candidates that were selected have asked you, a biologist, to describe for them what plant or animal life might exist on Mars or what life might exist on Mars eventually through colonization, adaptation, and mutation. Based on your knowledge of Earth biology, what might a Mars plant or animal look like? How could you prepare the colonist for creatures or life they might encounter?

4. Define the procedures for in-Class problem analysis that your students will be completing. Let students know if they need to bring or prepare anything before class.   The idea is to create an active learning environment where students interact with the content and the instructor acts as a guide.   Activities should scaffold the students into the problem solution.

• Establish ground rules for participation
• Assign discussion groups or roles in the problem-solving process
• Students define facts and significant information surrounding the problem
• Pose challenging questions to further discussion
• Students define objectives and possible solutions

Activities students will complete analyzing the problem:

Technology Resources my students will need to complete the analysis:

Ex: Create a graphic organizer of your choice (graphic, infographic, flyer, blog, etc) that  illustrates the lineages of life. Categorize them by one of the following: their biodiversity, anatomy, physiology, development, behavior, biogeography, fossil record,  or ecology.  Then hypothesize how the lineage might be extended to include extraterrestrial life and add those branches to your organizer.

5. Identify any post-analysis activities that your students will be completing.

• Shift context – students see problem or solution from another point of view
• Follow up discussion
• Shift time frame – “what’s next?”, “How could this situation be different?”

Activities students will complete post-analysis:

Technology Resources my students will need to complete the post-analysis activities:

Ex: Write a counterargument to your problem solution.  Take the side of those who might not agree with your conclusions.  What alternatives or arguments against your theories exist?

• Create the assessments that you will use for determining students’ mastery of the learning objectives.
• Formative/Summative
• Challenging questions
• Interactive quizzes
• Problem solution presentations

Ex: Using what you have learned in this class, present and describe a lifeform colonist might encounter in the Martian environment. Visuals, such as a drawing, would be useful to help the colonists identify possible lifeforms. Use the scientific method to present your lifeform hypothesis.

Assessment(s) I will use in my problem-based lesson:

Technology Resources my students will need to complete the assessment(s):

7. Verify that your assessments and activities align to the learning objectives.  Do they allow your students to demonstrate that they have achieved the learning objectives?

Maverick Learning and Educational Applied Research Nexus Copyright © 2021 by Minnesota State University, Mankato is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Problem solving

Problem solving lesson plan

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Problem Solving: Lesson plan

Problem solving: Presentation slides

Demonstrating your skills quick fire activity

Problem solving in practice: Interactive worksheet

Our problem solving content focuses on one of these skills and develops understanding of the six stages of problem solving, as well as identifying different types of situations in which young people might already be using these skills. Furthermore, it encourages them to use an adaptive approach, explaining that different types of problems can be approached in different ways.

The activities on this page support your teaching of these skills through an independent activity, quick activities or a full length, curriculum-linked lesson plan. 

Teaching resources:

• Problem solving: Lesson plan and presentation slides – full lesson plan including icebreaker for use with a group of students in the classroom
• Demonstrating your skills: Quick-fire activity  – 10 minute activity for a group of students in the classroom, can be used as an icebreaker for the lesson plan
• Problem solving in practice: Interactive worksheet – activity for independent learning whether remote or in class

Lesson plan

(60 -75 minutes)

This lesson is designed to equip young people with an adaptable approach to solving problems, large or small. It includes a short film and scenarios that encourage development of practical problem solving skills which can be useful for learning, day to day life, and when in employment.

By the end of the lesson, students will be able to:

• Identify problems of different scales and what is needed to solve them
• Illustrate the use of an adaptable approach to solving problems
• Understand that problem solving is a core transferable skill and identify its usefulness in a work setting
• Work on a problem solving activity in a team

The lesson aims to reinforce students’ understanding of the potential future applications of this skill as they move into the world of work, particularly in an activity differentiated for an older or more able group on creating new opportunities.

Quick-fire activity

(5 - 10 minutes)

The demonstrating your skills quick-fire activity focuses on helping young people understand the key skills that are needed in the workplace, including the importance of problem solving.

Students will be asked to name the skills being demonstrated in a variety of scenarios, and identify ways they’re already using those skills in this short activity.

You might find it useful as a starter or icebreaker activity to begin a lesson, or at the end to allow students to put what they have just learnt in the Problem solving lesson into practice.

Interactive worksheet

(20 - 25 minutes)

Please note that students below the age of 14 cannot sign up for their own LifeSkills account. Any independent tasks must be printed or downloaded and provided digitally for them to complete as they are currently hosted on educator pages.

The Problem solving in practice interactive worksheet introduces some of the themes from the full lesson plan and gives students some practical strategies for problem solving, including introducing the six stages of problem solving. The worksheet can be printed or completed digitally, so can be used flexibly to give students practise putting their problem solving skills into action. You might choose to assign it:

• As homework following the Problem solving lesson
• For independent study
• For remote learning

Looking for more ways to boost self confidence with LifeSkills?

Other lessons that may prove useful for students to build on these activities include the  Adaptability  and  Innovation and idea generation  lessons. Alternatively, consider encouraging them to apply their skills through  Steps to starting a business  or the  Social action toolkit .

Why not build problem solving in as a focus in your students’ wider curriculum? Refer to our  Content guide to find out how this resources can be used as part of your teaching.

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Staying positive (resilience)

Staying positive and learning through experience are key to succeeding in challenging situations. Try this lesson and help your students succeed at work.

Good leadership styles and effective teamwork can help students excel in their future workplace. Read more about team leader skills in this lesson.

Social action toolkit

Build a comprehensive social action programme and support young people to access enriching experiences that build transferable skills for work.

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• Resource Library
• English Language Learner
• English Learner
• Language of Math
• Math SOL 5.4
• Story Problems
• Word Problems

Education Standards

Virginia mathematics standards of learning 2016.

Learning Domain: Computation and Estimation

Standard: The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers.

5Th Grade Math: Word Problems

This sample instructional plan incorporates WIDA Key Language Uses to support English language development in conjunction with Math 5 content instruction addressing SOL 5.4.

* Note: Some images may not appear in "View Resource."  To see all images in this instructional plan, click "download" at the bottom of the overview.

Math 5 Sample Instructional Plan: Math Word Problems

Sample Instructional Plan

5th Grade Mathematics

#GoOpenVA Tags: ELL/EL/ML/ESL/ELD, English Learner, English Language Learner, WIDA, Math, SOL 5.4, word problems, story problems, 4th grade, 5th grade, argue, justify, Language of Math

Math Word Problems

Content and language connections.

Differentiated Language Expectation Samples*

*See the Proficiency Level Descriptors, page 136-138 for additional ideas in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

Essential Knowledge, Skills, and Processes

• Integrate interpretive (reading, listening, viewing) and expressive (speaking, writing, representing) skills to learn and communicate ideas connected to grade-level content
• Relationship Skills- communicating effectively: Establish a positive classroom environment that encourages respectful discourse.
• Self-Awareness- Identifying personal, cultural, and linguistic assets: Self-advocacy, evaluative thinking, and confidence building through respectful disagreement language
• Technology Skills:  Utilizing TestNav technology tools for SOL practice and Technology Enhanced Items; appropriate calculator usage in multi-step math problems

Essential Understandings

• Language helps me communicate my ideas and thinking and learn new information.
• My home language and my other thinking  skills help me understand and express my mathematical thinking.
• Representing, discussing, justifying, conjecturing, reading, writing, presenting, and listening to mathematics will help me clarify my thinking and deepen my understanding of the mathematics being studied. Mathematical communication becomes visible where learning involves participation in mathematical discussions. (pg.4 of VDOE Grade 5 Curriculum Framework).

Materials and Resources

• Anchor chart or word bank of words to support the language of the KLU Argue .

• Examples of true/false and agree/disagree with solutions to word problems that include addition, subtraction, multiplication, division, and/or a combination of operations in multiple steps
• Word sorts with various math terms (difference, sum, product, quotient, combining groups, separating groups, etc.) and operation headers
• VDOE Math Word Wall Cards (5th grade)

Content and Language Learning Plan (T for Teacher, Ss for Students)

Welcome and Introduction to Learning

• T starts with a welcome, community building task, and refers to norms and expectations for respect towards self and others.
• T briefly explains new terms with familiar vocabulary, images, or models
• T explains that argue can have a negative meaning sometimes, but it can also be done in a respectful and helpful way.  In Math, it means to work out a problem to get an answer and then prove why it is correct. In other words, Ss can respectfully disagree when discussing math strategies and solutions, and that this disagreement can actually help everyone get better at math.  The language objectives will be using justification words as well as mathematical vocabulary related to problem solving. T shows an example problem but doesn’t start direct instruction. T lets Ss know that this might look all new- but the T is sure they already know something about what they are seeing.

Activating and Building Background Knowledge

Language Domain: Speaking

T helps Ss make connections to background learning and their identities (cultural and linguistic connections). This activity should allow students to generate their own language to share their ideas. Ss can use primary language and T could use an electronic device to translate as needed. T then uses examples from the Ss to later provide more direct instruction of any language needed for the lesson (Tier 3). This would include math to world connections such as times Ss followed multiple steps to solve a problem or participated in an experience that could be a math story problem (raising money, selling something, kitchen connections, etc.)

Notice, Connect, and Wonder Task : T will show multiple images or diagrams connected to the content, such as images of yard sales, bake sales, ticket sales at a sporting event, or even the cash register of the school cafeteria. Ss will notice and discuss the who/what/where/when/why of the math context image.  Ss work in pairs or small groups to say 1 thing they each noticed, something they think relates to their lives, and something they wonder. Ss will discuss whether they agree or disagree about something the T says about the images. T encourages use of home language and uses an electronic translator to get the gist. T then models that language in English for the S to repeat/copy.

Learning Activity Option:  Small Group Math Debate

Language Domains:  Speaking and Listening

• One option here is that T can provide anchor charts or digital/paper copies of word problems that are already solved so that Ss can focus on the language even if their math content skills/knowledge are not perfected yet. These solved problems can include images, models, graphs, etc. with them.  T can also pull grade level word problems from VA’s TestNav SOL Sample Items , provide the correct answer at the beginning, and have Ss debate ways to solve each problem and focus on justifying how to arrive at that answer.  
• T will have sentence frames posted or provide individual copies of them to Ss. T will present a True/False word problem and provide time for Ss to work it out independently. Examples: I. Who do you agree with? Why?

Angela baked 7 batches of cupcakes. Each batch contained a dozen cupcakes. She then sold 24 individual cupcakes at a bake sale. She says she has enough cupcakes left to sell 5 batches at the next bake sale before having to bake more. Her sister Jaqueline disagreed. Do you agree with Angela or Jaqueline?  Why?  II. True or False?  Prove it!

Statement: Each of the 150 students in the drama club raised $70 for a special trip. The total cost of the trip is $10,000. The students did not raise enough money. 

This statement is true/false because _______. I used the operations of ______ to solve the problem.

• Ss will then close their eyes and display thumbs up for true and thumbs down for false. T will group Ss into a True team and a False team. Ss will have time to discuss their thinking as a team before presenting their reasoning in a friendly debate with the other team. At the end, Ss will discuss whether or not they were persuaded by the mathematical argument of the other team. Ss and T will also provide feedback on the use of the justification language.

Learning Activity Option:  Focus on Reading

*Reading texts should be multicultural and reflective of Ss identities’ in the class, to the extent possible. T can create word problems with the Ss names and familiar/favorite items/activities/interests.

• T uses the reading as a mentor text and shows how language (connected to their expected language)  is used. T lets Ss know they will be able to practice writing in the same way soon. The mentor text in this case would be a word problem.
• T will support Ss as they decode & comprehend a variety of word problems, use literacy strategies such as visualizing, retelling, etc. to understand word problems.
• T uses echo, choral, or partner reading strategies to support reading skill development. Yes, these can even be done in math word/story problems!
• T models/reinforces using picture cues, context clues, or other word attack/comprehension strategies during think alouds.
• Another example: T has Ss look at a diagram with labels for each step to solving a multi-step word problem solution.  T has Ss highlight sequence language in one color and the important math terms in another [if highlighters are not available, 1 vs. 2 underlines, or some other strategy]

*Routinely use word problems as “problem of the day”, warm ups, exit tickets, small group activities, and mentor text.

Learning Activity Options:  Focus on Writing

• T can give a sample word problem and/or an image and provide a mathematical statement or solution to it. Ss will write in journals whether the statement is true or false and why.
• Ss use question frames and model questions to write basic questions about the content. Those can be used as review questions and conversation starters in a future lesson.  For example, Which word(s) told you to use ___ and ___ to solve the problem (multiplication, division, addition, subtraction); What might happen to make the difference/sum/product/quotient greater/less?... Who will have the greatest/fewest ____ (nouns) after ___ (# & time period such as 3 weeks); How much longer/shorter/heavier/lighter will ___ be if the pattern continues?; Using the model/graph, is the greatest difference between week 1 and 3 or week 2 and 4? How do you know?      
• Ss draw and/or write mathematical thinking and the solution to word problems in journals.  Justify whether a mathematical statement is true/false or correct/incorrect and why.  Ss can use sentence frames and/or word banks as needed.

Learning Activity Option:  Focus on Listening

• Ss will actively listen to other students’ thinking in order to justify their agreement or disagreement.
• T will verbally name 2 characters. T will tell a mathematical statement that each character claims. Ss will have to determine which character they agree with. T can start with a basic mathematical claim such as “Suzy says 3x8=24. Johnny argues that 3x8=11  Who do you agree with?” (T provides a multiplication chart for Ss to use as a support and reference as evidence, as well as a response frame such as I agree with ( Johnny/Suzy)’s solution (or product) because...

Additional Strategies for Advancing Beginning Literacy for Level 1 Newcomer ELs

• If Ss need practice with CVC, include an additional activity in which the T models highlighting those words/word parts, saying them, model segmenting and blending the sounds in the words, having Ss repeat the words with the segmenting/blending, etc.
• Have Ss sort key terms or specific words that feature specific phonics/phonemic awareness needs  by initial or final letters (e.g., blends, silent e).
• Model identifying and counting syllables.
• Note any rhyming words from the lesson.
• Allow nonverbal (thumbs up/down) responses to show agreement or disagreement.
• Use short, simplified sentences in word problems (present tense verbs, consistent noun groups, avoiding passive verbs, etc.).
• Use word problems that include familiar situations rather than unfamiliar contexts.
• Omit or gradually add descriptive language that is not needed to assess the standard.
• Avoid idioms & other figurative language.
• Utilize numberless word problems for language modeling when possible; gradually add in small numbers.
• Model thinking/solving word problems with t-charts for true/false, flow charts that show steps, or other graphic organizers.

Formative Assessment Ideas and Suggested Tools

WIDA’s Proficiency Level Descriptors on pages 135-138 (grade band 4-5) can be used to create a rubric for language development and measure growth between units. ELs should never be penalized for not using language beyond their current proficiency level without the proper supports and plenty of opportunities for practice followed by productive teacher feedback. 

Sample Tool:   As needed, T can use the following chart as a checklist/menu to determine other grammatical language features that may be observed to help Ss make appropriate language progress or evaluate areas that may require interventions:

Exit Slips/other Formative Assessment Ideas:

• Exit slip writing or speaking with prompt and frames
• Exit Ticket using SOL practice items on TestNav.
• VDOE math Just in Time Quick Checks
• Thumbs up/down to show agreement or disagreement
• Teacher observation/anecdotal notes
• Google Forms
• Notetaker for student language production during lesson or on recorded submissions
• Jamboard for agreement/disagreement notes & evidence
• Individualized Google Slides/PPT word problems with room to write out justifications
• Math journal entries
• Word sorts or Word problem sorts (on Google Slides/PPT or paper): Sort according to math operations used to solve word problems or sort word problem examples by single/multi-step, true/false math statements, etc.
• Review the Objectives: Ss complete a self-assessment as part of an exit ticket to evaluate their learning connected to the objectives.
• Ss can give peers feedback on their accomplishment of the language objective within their speaking and writing tasks, e.g., I noticed you used justification language in your response. Think about using justification language in your response next time.
• See the sample speaking task and sample writing task below.

Speaking Task formatted like ACCESS for ELLs

Writing Task formatted like ACCESS for ELLs

Additional Attachments, Links, and Resources

• PPT, Task Cards, or Posters with various examples of error analysis or true/false word Problems
• Connected Language Functions and Features (Reference: EL Teacher Toolkit , Scholar Sheets)
• VDOE Just in Time Quick Check 5.4
•  VDOE Mathematics Instructional Plans (MIPS):  
• 5.4 - Take a Trip: Computation and Estimation with Whole Numbers (Word) / PDF Version
•  VDOE Co-Teaching Mathematics Instruction Plans (MIPS)
• 5.4 - Multi-Step Practical Problems (Word) / PDF Version
• VDOE Word Wall Cards: Grade 5  (Word)   |  (PDF)

Connections to the WIDA ELD Standards Framework, 2020 Edition

The lesson plan above was created to connect to the Virginia context based on the following components listed in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

This lesson was carefully crafted by Michelle Bryant for the VDOE.

by the Virginia Department of Education, 2021

Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
• Roman numerals
• Subtraction
• Multiplication
• Order of operations
• Drills & practice
• Measurement
• Factoring & prime factors
• Proportions
• Shape & geometry
• Data & graphing
• Word problems
• Children's stories
• Leveled Stories
• Context clues
• Cause & effect
• Compare & contrast
• Fact vs. fiction
• Fact vs. opinion
• Main idea & details
• Story elements
• Conclusions & inferences
• Sounds & phonics
• Words & vocabulary
• Reading comprehension
• Early writing
• Numbers & counting
• Simple math
• Social skills
• Other activities
• Dolch sight words
• Fry sight words
• Multiple meaning words
• Prefixes & suffixes
• Vocabulary cards
• Other parts of speech
• Punctuation
• Capitalization
• Narrative writing
• Opinion writing
• Informative writing
• Cursive alphabet
• Cursive letters
• Cursive letter joins
• Cursive words
• Cursive sentences
• Cursive passages
• Grammar & Writing

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5th Grade Math Word Problems Worksheets

Math word problem worksheets for grade 5.

These worksheets present students with real world word problems that students can solve with grade 5 math concepts. 

We encourage students to think about the problems carefully by:

• providing a number of mixed word problem worksheets
• including irrelevant data  so students need to understand the context before applying a solution

The four operations

Mixed 4 operations

Estimating and rounding word problems

Grade 5 fractions and decimal word problems

Addition and subtraction of fractions

Addition and subtraction of mixed numbers

Division of numbers with fractional answers

Dividing by unit fractions

Multiplying fractions word problems

Mixed operations with fractions

More mixed fraction word problems

Decimals word problems

Measurement word problems

Mass and weight word problems

Volume and capacity word problems

Length word problems

Word problems worksheets with variables

Variables and expressions

Variables and equations

Other grade 5 word problems worksheets

Volume of rectangular prisms

GCF / LCM word problems

Mixed grade 5 word problems  

Sample Grade 5 Word Problem Worksheet

More word problem worksheets

Explore all of our math word problem worksheets , from kindergarten through grade 5.

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Problem-Based Tasks in Math

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Providing students with opportunities to grapple with math has led to amazing things happening in my class. Students are totally excited and are driven to figure out not just how to solve a problem but why it works.

– Jessica Proffitt, Fifth-Grade Teacher at Two Rivers

Watch two rivers’s teachers and students at work on problem-based tasks in math.

Problem-Based Tasks Require Students to Apply Their Knowledge in New Contexts

Problem-based tasks are math lessons built around a single, compelling problem. The problems are truly “problematic” for students — that is, they do not offer an immediate solution.

The problems provide an opportunity for students to build conceptual understanding. Problem-based tasks require students to apply their current understanding and skills to new contexts that highlight core math concepts. For example, when students solve a problem that could be solved with multiplication before they have formally been taught what multiplication is and how it works, they build an understanding that multiplication is repeated addition.

Well-designed problem-based tasks provide multiple entry points for students to engage in problem solving, ensuring that all students have access to the same concepts. When students solve the problems in different ways—including drawing pictures, acting out the problem, writing algorithms, and using manipulatives—they make connections between the variety of models that all accurately illustrate the underlying mathematics.

Problem-Based Tasks in Math Resources

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Number Sentences

Fifth graders become familiar with problem solving strategies of guess and check and working backwards. They demonstrate the basic concepts of addition, subtraction, multiplication, and division using a math sentence.

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Multiplication Lesson Plan: Number and Operations

*Click to open and customize your own copy of the Multiplication Lesson Plan .

This lesson accompanies the BrainPOP topic Multiplication , and supports the standard of solving problems and modeling examples that represent multiplication facts. Students demonstrate understanding through a variety of projects.

Step 1: ACTIVATE PRIOR KNOWLEDGE

Display an image with grouped objects, such as the one shown below:

Ask students:

• How can you figure out the total number of balls shown in the image? Can you think of ways besides counting?

Step 2: BUILD KNOWLEDGE

• Read aloud the description on the Multiplication topic page .
• Play the Movie , pausing to check for understanding. 

Step 3: APPLY and ASSESS 

Assign the Multiplication Challenge and Quiz , prompting students to apply essential literacy skills while demonstrating what they learned about this topic.

Step 4: DEEPEN and EXTEND

Students express what they learned about multiplication while practicing essential literacy skills with one or more of the following activities. Differentiate by assigning ones that meet individual student needs.

• Make-a-Movie : Make a movie describing a real-life situation you would need to multiply. In your movie, answer this question: How would you use multiplication to solve the problem?
• Make-a-Map : Imagine you need to feed 3 horses 4 pounds of hay each. Make a concept map representing how you will solve this problem with multiplication. 
• Creative Coding : Code a math problem that uses multiplication. 

More to Explore

Multiplication Blocks : Students apply their knowledge of multiplication to identify factors and products in this game of speed and skill.

Numbers and Operations Unit : Continue to build understanding around mathematical operations by exploring more BrainPOP topics.

Teacher Support Resources:

• Pause Point Overview : Video tutorial showing how Pause Points actively engage students  to stop, think, and express ideas.  
• Learning Activities Modifications : Strategies to meet ELL and other instructional and student needs.
• Learning Activities Support : Resources for best practices using BrainPOP.

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Grade 5 Mathematics Module: Solving Problems Involving Time

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

Good day, Mathletes! We face problems involving time every day. We have to decide what time to wake up to be ready for our 8 AM class. To make the right decision, we need to consider how much time is needed for us to shower, dress up, have breakfast, and be ready for the class. This module was especially written to help you solve such problems.

To get the most from this module, be sure to do all the activities and exercises, and keep a positive outlook. Before you know it, you have already solved these problems in a systematic and logical way.

When you are done with this module, you are expected to:

• figure out what time it was, what time it will be, or how much time went by in the different events or occasions described;
• state the steps in solving word problems on measurement of time; and
• solve problems involving time.

Grade 5 Mathematics Quarter 3 Self-Learning Module: Solving Problems Involving Time

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Peace Scholars: Creative Conflict Solving, Grade 5

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Revised and expanded from one of our earliest teacher’s guides, Creative Conflict Solving provides a broad range of problem-solving skills and concepts: understanding conflict escalation and de-escalation, bullying dynamics, perception taking, and news clippings and real-life examples of aggression and peacemaking. Students are encouraged to apply their conflict resolution skills in their community by preparing an action plan and goal-setting techniques. We offer on-site training on all our curricula—call (800) 749-8838 for details!

Grade Five curriculum offers lessons designed to provide students with valuable conflict resolution, peer mediation, violence and bullying prevention, and life skills like: anger management, community building, effective communication, perception, problem-solving, critical thinking, character development and more. Each lesson is a complete teaching tool, with a conceptual base and objectives, detailed activities and discussions questions. It also includes tips for infusing the lesson into everyday classroom activities. Two posters keep the Peace Scholar Rules and the Problem-solving Process always ready for your students to use!

Associated Products

Problem-Solving Process Poster

Peace Scholar Rules Poster

Problem solving with 5 Whys

• Business Skills

Asking questions

LESSON OVERVIEW

In this lesson, we want to focus on a very popular problem solving technique called  5 Whys (5W) . If your students know something about Six Sigma or Lean, they should be familiar with this technique. Otherwise, they will learn a useful method for problem solving and practise asking questions .

DISCUSSION & VIDEO

The lesson starts with a quick warm-up speaking task about problems and how students approach solving them. Then, they watch a short video introducing 5 Whys , a problem-solving method developed by Sakichi Toyoda, a Japanese inventor and industrialist, and answer the questions.

Afterwards, your students will practise using the technique based on an example. First, they need to study the example and then fill in the other graph by asking 5 why questions to get to the root cause. Answers in this task may vary. Let your students be creative there. The aim of the task is to get them familiar with using 5 Whys. Finally, in the last task, students will use the technique to find root causes for problems they’ve had at work.

RELATED LESSON PLANS

This worksheet goes well with the following lesson plans:

• How to use questioning techniques to get better answers
• Questions no one knows the answers to

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No, there’s no minimum required number of subscription months. You can cancel any time you want. Basically, you can sign up and then cancel your subscription the next day, which will mean you have access for 1 month and won’t be charged again.

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