GRADE

5
Building Conceptual Understanding
and Fluency Through Games
FOR THE NORTH CAROLINA STANDARD COURSE OF STUDY IN MATHEMATICS

PUBLIC SCHOOLS OF NORTH CAROLINA K-12 MATHEMATICS

State Board of Education | Department of Public Instruction http://www.ncpublicschools.org/curriculum/mathematics/
 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
i

Building Conceptual Understanding and Fluency Through Games

Developing fluency requires a balance and connection between conceptual understanding and computational proficiency. Computational
methods that are over-practiced without understanding are forgotten or remembered incorrectly. Conceptual understanding without
fluency can inhibit the problem solving process. – NCTM, Principles and Standards for School Mathematics, pg. 35

WHY PLAY GAMES? For students to become fluent

People of all ages love to play games. They are fun and motivating. Games provide students with in arithmetic computation, they
opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one must have efficient and accurate
correspondence, and computation strategies. Engaging mathematical games can also encourage students
to explore number combinations, place value, patterns, and other important mathematical concepts. methods that are supported by
Further, they provide opportunities for students to deepen their mathematical understanding and reasoning. an understanding of numbers and
Teachers should provide repeated opportunities for students to play games, and let the mathematical ideas operations. “Standard” algorithms
emerge as they notice new patterns, relationships, and strategies. Games are an important tool for learning.
for arithmetic computation are one
Here are some advantages for integrating games into elementary mathematics classrooms:
means of achieving this fluency.
• Playing games encourages strategic mathematical thinking as students find different strategies for
solving problems and it deepens their understanding of numbers. – N
 CTM, Principles and Standards
for School Mathematics, pg. 35
• Games, when played repeatedly, support students’ development of computational fluency.
• Games provide opportunities for practice, often without the need for teachers to provide the problems.
Teachers can then observe or assess students, or work with individual or small groups of students.
• Games have the potential to develop familiarity with the number system and with “benchmark Overemphasizing fast fact recall
numbers” – such as 10s, 100s, and 1000s and provide engaging opportunities to practice at the expense of problem solving
computation, building a deeper understanding of operations.
and conceptual experiences gives
• Games provide a school to home connection. Parents can learn about their children’s mathematical
students a distorted idea of the
thinking by playing games with them at home.
nature of mathematics and of their
BUILDING FLUENCY ability to do mathematics.
Developing computational fluency is an expectation of the North Carolina Standard Course of Study. – S
 eeley, Faster Isn’t Smarter:
Games provide opportunity for meaningful practice. The research about how students develop fact Messages about Math,
mastery indicates that drill techniques and timed tests do not have the power that mathematical games Teaching, and Learning in the
and other experiences have. Appropriate mathematical activities are essential building blocks to develop 21st Century, pg. 95
mathematically proficient students who demonstrate computational fluency (Van de Walle & Lovin,
Teaching Student-Centered Mathematics Grades K-3, pg. 94). Remember, computational fluency includes
efficiency, accuracy, and flexibility with strategies (Russell, 2000).
Computational fluency refers to
The kinds of experiences teachers provide to their students clearly play a major role in determining
the extent and quality of students’ learning. Students’ understanding can be built by actively engaging having efficient and accurate
in tasks and experiences designed to deepen and connect their knowledge. Procedural fluency and methods for computing. Students
conceptual understanding can be developed through problem solving, reasoning, and argumentation exhibit computational fluency
(NCTM, Principles and Standards for School Mathematics, pg. 21). Meaningful practice is necessary
when they demonstrate flexibility
to develop fluency with basic number combinations and strategies with multi-digit numbers. Practice
should be purposeful and should focus on developing thinking strategies and a knowledge of number in the computational methods they
relationships rather than drill isolated facts (NCTM, Principles and Standards for School Mathematics, choose, understand and can explain
pg. 87). Do not subject any student to computation drills unless the student has developed an efficient these methods, and produce
strategy for the facts included in the drill (Van de Walle & Lovin, Teaching Student-Centered Mathematics
Grades K-3, pg. 117). Drill can strengthen strategies with which students feel comfortable – ones they accurate answers efficiently.
“own” – and will help to make these strategies increasingly automatic. Therefore, drill of strategies will – NCTM, Principles and Standards
allow students to use them with increased efficiency, even to the point of recalling the fact without being for School Mathematics, pg. 152
conscious of using a strategy. Drill without an efficient strategy present offers no assistance (Van de
Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 117).

Fluency refers to having efficient,

CAUTIONS
accurate, and generalizable methods
Sometimes teachers use games solely to practice number facts. These games usually do not engage
children for long because they are based on students’ recall or memorization of facts. Some students are (algorithms) for computing that are
quick to memorize, while others need a few moments to use a related fact to compute. When students based on well-understood properties
are placed in situations in which recall speed determines success, they may infer that being “smart” and number relationships.
in mathematics means getting the correct answer quickly instead of valuing the process of thinking.
Consequently, students may feel incompetent when they use number patterns or related facts to arrive at – N
 CTM, Principles and Standards
for School Mathematics, pg. 144
a solution and may begin to dislike mathematics because they are not fast enough.
 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
ii

INTRODUCE A GAME
A good way to introduce a game to the class is for the teacher to play the game against the class. After briefly explaining the rules,
ask students to make the class’s next move. Teachers may also want to model their strategy by talking aloud for students to hear
his/her thinking. “I placed my game marker on 6 because that would give me the largest number.”
Games are fun and can create a context for developing students’ mathematical reasoning. Through playing and analyzing games,
students also develop their computational fluency by examining more efficient strategies and discussing relationships among
numbers. Teachers can create opportunities for students to explore mathematical ideas by planning questions that prompt
students to reflect about their reasoning and make predictions. Remember to always vary or modify the game to meet the needs of
your leaners. Encourage the use of the Standards for Mathematical Practice.

HOLDING STUDENTS ACCOUNTABLE

While playing games, have students record mathematical equations or representations of the mathematical tasks. This provides
data for students and teachers to revisit to examine their mathematical understanding.
After playing a game, have students reflect on the game by asking them to discuss questions orally or write about them in a
mathematics notebook or journal:
1. What skill did you review and practice?
2. What strategies did you use while playing the game?
3. I f you were to play the game a second time, what different strategies would you use to be more successful?
4. How could you tweak or modify the game to make it more challenging?

A Special Thank-You
The development of the NC Department of Public Instruction Document, Building Conceptual Understanding and Fluency Through
Games was a collaborative effort with a diverse group of dynamic teachers, coaches, administrators, and NCDPI staff. We are
very appreciative of all of the time, support, ideas, and suggestions made in an effort to provide North Carolina with quality support
materials for elementary level students and teachers. The North Carolina Department of Public Instruction appreciates any
suggestions and feedback, which will help improve upon this resource. Please send all correspondence to Denise Schulz
([email protected])

GAME DESIGN TEAM

The Game Design Team led the work of creating this support document. With support of their school and district, they volunteered
their time and effort to develop Building Conceptual Understanding and Fluency Through Games.
Erin Balga, Math Coach, Charlotte-Mecklenburg Schools Kitty Rutherford, NCDPI Elementary Consultant
Robin Beaman, First Grade Teacher, Lenoir County Denise Schulz, NCDPI Elementary Consultant
Emily Brown, Math Coach, Thomasville City Schools Allison Eargle, NCDPI Graphic Designer
Leanne Barefoot Daughtry, District Office, Johnston County Renée E. McHugh, NCDPI Graphic Designer
Ryan Dougherty, District Office, Union County
Paula Gambill, First Grade Teacher, Hickory City Schools
Tami Harsh, Fifth Grade teacher, Currituck County
Patty Jordan, Instructional Resource Teacher, Wake County
Tania Rollins, Math Coach, Ashe County
Natasha Rubin, Fifth Grade Teacher, Vance County
Dorothie Willson, Kindergarten Teacher, Jackson County
Fifth Grade Mathematics Standard Course of Study
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically.
2. Reason abstractly and quantitatively. 6. Attend to precision.
3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure.
4. Model with mathematics. 8. Look for and express regularity in repeated reasoning.

OPERATIONS AND ALGEBRAIC THINKING Perform operations with decimals.

Write and interpret numerical expressions. NC.5.NBT.7 Compute and solve real-world problems with multi-digit whole
NC.5.OA.2 Write, explain, and evaluate numerical expressions involving numbers and decimal numbers.
the four operations to solve up to two-step problems. Include • Add and subtract decimals to thousandths using models,
expressions involving: drawings or strategies based on place value.
• Parentheses, using the order of operations. • Multiply decimals with a product to thousandths using
• Commutative, associative and distributive properties. models, drawings, or strategies based on place value.
• Divide a whole number by a decimal and divide a decimal by
Analyze patterns and relationships. a whole number, using repeated subtraction or area models.
NC.5.OA.3 Generate two numerical patterns using two given rules. Decimals should be limited to hundredths.
• Identify apparent relationships between corresponding • Use estimation strategies to assess reasonableness of
terms. answers.
• Form ordered pairs consisting of corresponding terms from
the two patterns. NUMBER AND OPERATIONS – FRACTIONS
• Graph the ordered pairs on a coordinate plane. Use equivalent fractions as a strategy to add and subtract fractions.
NC.5.NF.1 Add and subtract fractions, including mixed numbers, with unlike
NUMBER AND OPERATIONS IN BASE TEN denominators using related fractions: halves, fourths and eighths;
Understand the place value system. thirds, sixths, and twelfths; fifths, tenths, and hundredths.
NC.5.NBT.1 Explain the patterns in the place value system from one million • Use benchmark fractions and number sense of fractions
to the thousandths place. to estimate mentally and assess the reasonableness of
• Explain that in a multi-digit number, a digit in one place answers.
represents 10 times as much as it represents in the place to • Solve one- and two-step word problems in context using
its right and 1/10 of what it represents in the place to its left. area and length models to develop the algorithm. Represent
• Explain patterns in products and quotients when numbers the word problem with an equation.
are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided Apply and extend previous understandings of multiplication and division
by 10 and 100. to multiply and divide fractions.
NC.5.NBT.3: Read, write, and compare decimals to thousandths. NC.5.NF.3 Use fractions to model and solve division problems.
• Write decimals using base-ten numerals, number names, • Interpret a fraction as an equal sharing context, where a
and expanded form. quantity is divided into equal parts.
• Compare two decimals to thousandths based on the value • Model and interpret a fraction as the division of the
of the digits in each place, using >, =, and < symbols to numerator by the denominator.
record the results of comparisons. • Solve one-step word problems involving division of whole
Perform operations with multi-digit whole numbers. numbers leading to answers in the form of fractions and
NC.5.NBT.5 Demonstrate fluency with the multiplication of two whole numbers mixed numbers, with denominators of 2, 3, 4, 5, 6, 8, 10, and
up to a three-digit number by a two-digit number using the standard 12, using area, length, and set models or equations.
algorithm. NC.5.NF.4 Apply and extend previous understandings of multiplication to
NC.5.NBT.6 Find quotients with remainders when dividing whole numbers multiply a fraction or whole number by a fraction, including mixed
with up to four-digit dividends and two-digit divisors using numbers.
rectangular arrays, area models, repeated subtraction, partial • Use area and length models to multiply two fractions, with
quotients, and/or the relationship between multiplication and the denominators 2, 3, 4.
division. Use models to make connections and develop the • Explain why multiplying a given number by a fraction greater
algorithm. than 1 results in a product greater than the given number
and when multiplying a given number by a fraction less than
1 results in a product smaller than the given number.
• Solve one-step word problems involving multiplication of
fractions using models to develop the algorithm.
NC.5.NF.7 Solve one-step word problems involving division of unit fractions
by non-zero whole numbers and division of whole numbers by
unit fractions using area and length models, and equations to
represent the problem.
MEASUREMENT AND DATA
Convert like measurement units within a given measurement system.
NC.5.MD.1 Given a conversion chart, use multiplicative reasoning to solve
one-step conversion problems within a given measurement
system.
Represent and interpret data.
NC.5.MD.2 Represent and interpret data.
• Collect data by asking a question that yields data that
changes over time.
• Make and interpret a representation of data using a line
graph.
• Determine whether a survey question will yield categorical
or numerical data, or data that changes over time.
Understand the concepts of volume.
NC.5.MD.4 Recognize volume as an attribute of solid figures and measure
volume by counting unit cubes, using cubic centimeters, cubic
inches, cubic feet, and improvised units.
NC.5.MD.5 NC.5.MD.5 Relate volume to the operations of multiplication and
addition.
• Find the volume of a rectangular prism with wholenumber
side lengths by packing it with unit cubes, and show that
the volume is the same as would be found by multiplying the
edge lengths.
• Build understanding of the volume formula for rectangular
prisms with whole-number edge lengths in the context of
solving problems.
• Find volume of solid figures with one-digit dimensions
composed of two non-overlapping rectangular prisms.

GEOMETRY
Understand the coordinate plane.
NC.5.G.1 Graph points in the first quadrant of a coordinate plane, and
identify and interpret the x and y coordinates to solve problems.
Classify quadrilaterals.
NC.5.G.3 Classify quadrilaterals into categories based on their properties.
• Explain that attributes belonging to a category of
quadrilaterals also belong to all subcategories of that
category.
• Classify quadrilaterals in a hierarchy based on properties.
Table of Contents GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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Table of Contents
Operations and Algebraic Thinking

Operation Target. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.OA.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Number and Operations in Base Ten

Order Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Race to a Meter: A Decimal Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.3 and NC.5.NBT.7. . . . . . . . . . . . . 7
Sum with Decimals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.3 and NC.5.NBT.7. . . . . . . . . . . . . 9
Sum with Decimals – Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.3 and NC.5.NBT.7. . . . . . . . . . . . 11
Pieces of Eight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.3 and NC.5.G.1. . . . . . . . . . . . . . . 14
Race to 10 or Bust. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.4 and NC.5.NBT.7. . . . . . . . . . . . 15
Race to 1 or Bust. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.4 and NC.5.NBT.7. . . . . . . . . . . . 17
Shopping Spree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.4 and NC.5.NBT.7. . . . . . . . . . . . 19
Multiplication Mix-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.5. . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Double Dutch Treat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.5 and NC.5.NBT.6. . . . . . . . . . . . 22
Decimal Dynamo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.7. . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Race to the Finish Line. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Number and Operations – Fractions

Parts of a Whole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NF.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

The Whole Matters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NF.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Greatest Product. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NF.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Color the Door . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NF – Equivalence . . . . . . . . . . . . . . . . 44
Rolling, Rolling, Rolling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NF – Equivalence . . . . . . . . . . . . . . . . 48

Measurement and Data

Packing Blocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.MD.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Geometry

Blackbeard’s Treasure Box. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.G.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Pieces of Eight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.G.2 and NC.5.NBT.3 . . . . . . . . . . . . . . 14

Online Games for Each Category

Place Value Decimal – That Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NBT.1. . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Multiplying Fractions Millionaire Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.NF.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Volume Shape Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.MD.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Mine Craft Volume. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.MD.4 and NC.5.MD.5. . . . . . . . . . . . . 53
Soccer Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC.5.G.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Operations and Algebraic Thinking • NC.5.OA.2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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Operation Target
Building Fluency: creating equations and the use of parentheses.

Materials: digit cards (0-9) and a recording sheet per player

Number of Players: 2

Directions:
1. The cards are shuffled and placed face down in a stack.
2. The first player draws three cards.
3. T he player decides how to arrange the three numbers and which operations to use to achieve a score equal to or as close
the “target number” as possible for Round One.
4. The player then records the number sentence, using parentheses if necessary, in the space provided on their recording sheet
5. The numbers are written in the triangles and the chosen operations in the circles.
6. The player records the answer in the space provided and the difference in the “How Close?” column.
7. The cards are discarded to one side. These are reshuffled and used again if needed.
8. The other player has a turn.
9. The player who is closer to the target at the end of a round is the winner. This is indicated with a check mark.
10. If a round ends in a tie, both players record a win for that round.
11. The player who wins the greater number of rounds is the overall winner.

Variation/Extension: Students can use number tiles or dice (0-9). Students can make shorter or longer equations. Once students
understand how this game works they can record the equation in their math notebook instead of using recording sheet.
Round Round Number Sentence Number Sentence Target How Close?
Target How Close?

1 1
= NUMBER = OPERATION * USE PARENTHESES IF NECESSARY

2 2

Round Number Sentence Target How Close?

3 3

1
4 4

5 5
2

Round Round Number Sentence Number Sentence Target How Close?

Target How Close?

3 1 1

2 2

4
3 3

4 4
5
5 5

Round Number Sentence Target How Close?

 5
OPERATION TARGET CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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Round Number Sentence Target How Close?

Round Number Sentence Target How Close?

1
1

2
2

3
3

4
4

5
5

Round Number Sentence Target How Close?

5
OPERATION TARGET CONTINUED, PAGE 3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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0 1 2 3
4 5 6 7
8 9 0 1
2 3 4 5
6 7 8 9
0 1 2 3
4 5 6 7
8 9
Number and Operations in Base Ten • NC.5.NBT.3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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Order Up
Building Fluency: compare decimals to thousands

Materials: recording sheet, digit cards (or 0-9 die)

Number of Players: 2-4

Directions:
1. T he first player selects 6 digit cards and makes the largest possible six-digit number with those digits using a decimal.
Example: cards show these digits: 6, 4, 3, 3, 2, 1, this order makes the largest possible number for those digits.
2. The player writes that number on line 1.
3. The second player selects 6 digit cards and makes the smallest possible number for those digits.
4. The player writes that number on line 10.
5. T he next player selects 6 digit cards and must make a number that falls between the other two. They can choose any line
to place that number on.
6. T he next player selects 6 digit cards and makes a number using those digits that could be placed on an empty line
between any two existing numbers.
7. Game continues until a number is correctly placed on each line. (All 10 lines contain a number and they are in the correct
order), OR players cannot place a number correctly on any of the empty lines.

Variation/Extension: Once students understand the game they can create their own recording sheet in their math notebook.
Teacher can modify this game by changing the number of digits or number of lines.

1 _______________________________________
2 _______________________________________
3 _______________________________________
4 _______________________________________
5 _______________________________________
6 _______________________________________
7 _______________________________________
8 _______________________________________
9 _______________________________________
10 _______________________________________
ORDER UP CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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0 1 2 3

4 5 6 7

8 9 0 1

2 3 4 5

6 7 8 9
Number and Operations in Base Ten • NC.5.NBT.3 and NC.5.NBT.7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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Race to a Meter: A Decimal Game

Building Fluency: read, write and compare decimals to a thousand

Materials: meter stick, base-10 blocks (40 small cubes and 25 longs), recording sheet, and playing cards

Number of Players: 2

Directions:
1. Players play on opposite sides of the meter stick.
2. Players begin at zero, and place the appropriate number of rods or cubes along the edge of the meter stick according
to the number selected from the pile of cards.
3. When a player has 10 or more cubes, they should trade them for a ten-cm rod.
4. After each round, each player should record the move on the recording sheet.
5. T he winner is the player to reach the end of the meter stick. Player does not have to land exactly on one meter, but may
finish beyond the end of the meter stick.

Variation/Extension: Student may use decimal or fraction dice. Students may also create additional cards and extend the length
of the meter stick to two meters. Students may also start at the end of the meter stick and subtract the number selected – first
player to get to 0 wins.

PLAYER 1 PLAYER 2
TOTAL SCORE TOTAL SCORE
NUMBER ON CARD NUMBER ON CARD
TO THIS POINT TO THIS POINT
RACE TO A METER: A DECIMAL GAME CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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1 5 10 5
10 100 100 10

10 2 50 2
10 10 100 100

8 8 .1 .2
10 100

.5 .50 .25 .05

.01 .04 .6 .8
Number and Operations in Base Ten • NC.5.NBT.3 and NC.5.NBT.7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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Sum with Decimals

Building Fluency: read, write and compare decimals, add decimals to
the hundredth place and use concrete models to represent decimals.

Materials: Pair of dice and recording sheet

Number of Players: 2

Directions:
1. Roll 2 dice and used the numbers rolled to create a decimal to the hundredths place.
Example, if you roll a 3 and a 4, you would form the decimal .34 or .43, go to the first grid
(on recording sheet) and shade in that fraction of the grid.
2. Roll again and shade in the decimal created on the second grid.
3. Add both boards, highest total decimal wins.
Variation/Extension: Students could compare each decimal represented on the grid. Teacher can reduce or increased the number
of grids. An additional recording sheet has been added for adding 4 decimals for your convenience, if you choose to use it. Teacher
may modify by adding decimals together on one grid using different color pencils to represent the different decimals.

PLAYER 1 PLAYER 2

TOTAL TOTAL
SUM WITH DECIMALS CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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PLAYER 1 PLAYER 2

TOTAL TOTAL
Number and Operations in Base Ten • NC.5.NBT.3 and NC.5.NBT.7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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Sum with Decimals – Part II

Building Fluency: read, write and compare decimals, add decimals to the thousandths place
and use concrete models to represent decimals.

Materials: 3 dice and recording sheet

Number of Players: 2

Directions:
1. Roll 3 dice and make a three digit decimal to the thousandths place. For example, if you roll a 4, 3 and a 4,
you would form the decimal .434, go to the first grid (on grid sheet) and shade in that fraction of the grid.
2. Roll again and shade in the decimal created on the second grid.
3. Add both boards, highest decimal wins.

Variation/Extension: Students could compare each decimal represented on the grid. Teacher may reduce or increased the number
of grids. Teacher may modify this game by adding decimals together on one grid using different color pencils to represent the
different decimals.

Example Grid
SUM WITH DECIMALS – PART II CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
12

PLAYER 1

Decimal 1: ______________

Decimal 2: ______________

______________ + ______________ =
SUM WITH DECIMALS – PART II CONTINUED, PAGE 3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
13

PLAYER 2

Decimal 1: ______________

Decimal 2: ______________

______________ + ______________ =
Geometry • NC.5.G.1 | Number and Operations in Base Ten • NC.5.NBT.3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
14

Pieces of Eight
Building Fluency: coordinates and compare decimals

Materials: pair of dice, gameboard, paper

Number of Players: 2-4

Directions:
1. Each player rolls dice and chooses coordinate on the grid.
Example: if the player rolls a 1 and 3, the player may choose, (1, 3) or (3, 1).
2. After each player is on a coordinate, they compare numbers.
3. The player with the 8 in the place with the largest value wins the round. In case of a tie the player
with the largest number wins.
4. Play 10 rounds.
5. T he player who wins the most rounds wins the game.

Variation/Extension: Students can record the value of the eight and total the 10 rounds, student
with the highest sum wins or lowest sum wins.

6 284.935 453.829 359.842 259.348 895.432 935.428

5 245.893 529.438 389.452 594.832 485.392 423.985

4 948.325 942.385 843.529 938.425 824.593 284.953

3 823.459 538.924 325.984 829.534 532.984 593.824

2 982.453 954.823 342.958 583.249 935.248 358.294

1 423.589 498.235 358.924 394.285 459.238 834.529

1 2 3 4 5 6
Number and Operations in Base Ten • NC.5.NBT.4 and NC.5.NBT.7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
15

Race to 10 or Bust
Building Fluency: efficient mental strategies when adding and subtracting decimals. Students may begin to see that strategies that
work well with whole numbers, work equally well with decimal, for example, 3.8 + 0.6 is the same as 3.8 + 0.2 + 0.4.

Materials: die and recording sheet

Number of Players: 2

Directions:
1. The player rolls the number cube and calls out the number.
2. Each player individually chooses whether to use the number as ones or as tenths. Once a decision has been made, it
cannot be changed.
Example: The roller rolls 5. Player 1 may record it as 5 ones (5) or as 5 tenths (0.5).
3. T he players record their choice in the appropriate column and keeps a cumulative total in the ‘Total’ column on their
recording sheet.
4. Play continues in this way for eight rounds.
5. The player who scores 10 or is closet to (but not beyond) 10 is the winner.

Variation/Extension: Students could change the total number – 100 or use a dice (0-9). Number of rounds could also be
changed – more or less. Once students understand how this game works they can create their own table in their math notebook
instead of using recording sheet. Additional recording sheets have been included for your convenience.

PLAYER 1 PLAYER 2
ONES TENTHS TOTAL ONES TENTHS TOTAL
RACE TO 10 OR BUST CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
16

PLAYER 1 PLAYER 2
ONES TENTHS TOTAL ONES TENTHS TOTAL

ONES TENTHS TOTAL ONES TENTHS TOTAL

ONES TENTHS TOTAL ONES TENTHS TOTAL

Number and Operations in Base Ten • NC.5.NBT.4 and NC.5.NBT.7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
17

Race to 1 or Bust
Building Fluency: add decimals

Materials: die and recording sheet

Number of Players: 2

Directions:
1. Each player takes their turn rolling the die.
2. After the roll, every player places the digit rolled in any box
of their grid. This must be done before next roll.
3. Once the table is totally completed, add up the decimals to find the winner.

Variation/Extension: Once students understand how this game works they can create their own recording table in their
math notebook instead of using recording sheet. Teachers may modify the game by changing the number of rows in the table.
Additional recording sheets have been added for you convenience.

PLAYER 1 PLAYER 2
TENTHS HUNDREDTHS TENTHS HUNDREDTHS

TOTAL: TOTAL: TOTAL: TOTAL:

TENTHS HUNDREDTHS TENTHS HUNDREDTHS

TOTAL: TOTAL: TOTAL: TOTAL:

RACE TO 1 OR BUST CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
18

PLAYER 1 PLAYER 2
TENTHS HUNDREDTHS TENTHS HUNDREDTHS

TOTAL: TOTAL: TOTAL: TOTAL:

TENTHS HUNDREDTHS TENTHS HUNDREDTHS

TOTAL: TOTAL: TOTAL: TOTAL:

TENTHS HUNDREDTHS TENTHS HUNDREDTHS

TOTAL: TOTAL: TOTAL: TOTAL:

TENTHS HUNDREDTHS TENTHS HUNDREDTHS

TOTAL: TOTAL: TOTAL: TOTAL:

Number and Operations in Base Ten • NC.5.NBT.4 and NC.5.NBT.7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
19

Shopping Spree
Building Fluency: adding and subtracting decimals

Materials: timer, recording sheet and price tag sheet

Number of Players: 2

Directions: Karla likes to watch a game show called “Shopping Spree”. On the show, each of two
contestants is given a certain amount of money to spend. Then each contestant has 30 seconds to choose
from a list of prizes whose costs are given. The winner is the contestant who comes closest to the amount of
money they are given to spend without going over. Play the game “Shopping Spree” with a classmate using
the list of prizes and costs on the next page.
1. Decide who will be Contestant 1 and who will be Contestant 2.
2. A s Contestant 1 chooses price tags, Contestant 2 records the choices. Example: Scooter $5,535.89
3. Then switch places and let Contestant 2 choose while Contestant 1 records.
4. After both contestants have chosen their price tags, add the costs and determine who came the closest without going over.
5. Remember, you have 30 seconds to make your choices.

Variation/Extension: Change the amounts for the two contestants. Do you think the game could be unfair depending upon the
amounts for the contestants to spend? Explain your thinking. Use the sales catalogs and create your own Shopping Spree.

CONTESTANT 1: $16,789.50 CONTESTANT 2: $20,005.99

SHOPPING SPREE CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
20

Camera
$148.90
Car
$15,599.49

Stereo
$999.99
RV
TV $15,675.35
$788.25

Scooter DVD
$5,535.89 $357.45

Bike Microwave
$350.50 $455.65

Bedroom Suite
$1,209.70
Cellphone
$217.25

Jewelry
$9.876.95
Vacation
$5,995.65

Refrigerator Boat
$899.95 $10,785.50
Number and Operations in Base Ten • NC.5.NBT.5 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
21

Multiplication Mix-up
Building Fluency: multiply multi-digit whole numbers

Materials: deck of cards, calculator

Number of Players: 2

Directions:
1. Remove the face cards from a deck of playing cards. The ace represents one
and all other cards carry their numerical values.
2. Deal each player three cards.
3. Each player must use two of the cards to make a two digit number.
4. T he third card will be the multiplier.
Example, if a player draws a 1, 5, and 8, he could use the 1 and the 5 to make the two digit number 51 and multiply
by 8 for a total of 408.
5. The player with the largest product gets the cards.

Variation/Extension: Students may want to create their own recording table in their math notebook to record their equations showing
the standard algorithm or strategy used to solve the equation. Students may also want to use a calculator to check their work.
Number and Operations in Base Ten • NC.5.NBT.5 and NC.5.NBT.6 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
22

Double Dutch Treat

Building Fluency: add and divide whole numbers

Materials: game board

Number of Players: 2

Directions:
1. Follow the steps laid out on the game board.
2. What do you notice?

Variation/Extension: Students may want to record their work in their math notebook. Students create their own version of this
game, result ending with an even number or odd numbers etc…

Look at
the digits
1 2 3 4 5 6 7 8 9
1-9
Divide the sum
Add all 6
by your special
numbers
number

Circle any YES

3 digits

Answer:
NO Do you have 6
2-digit numbers?
Add the 3 digits
(your special
number)

Using the 3 digits

Save this special you circled, write
number for later all possible
2-digit numbers
Number and Operations in Base Ten • NC.5.NBT.7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
23

Decimal Dynamo
Building Fluency: adding and multiplying decimals

Materials: 4 dice and recording sheet, calculator

Number of Players: 2

Directions:
1. Roll 4 die (or one die 4 times). Use these numbers to create a 2-digit number
and a whole number with a decimal.
Example: 6 4 2 5 62 and 5.4 or 46 and 2.5
2. Record the numbers you create for each round.
3. Multiply these numbers and record the product for each round on the next line – gray space.
4. At the end of 6 rounds, add the products. The winner is the player with the smallest sum of the 6 products.

Variation/Extension: The winner with the greatest sum. Students may need to use a calculator to check their work.

PLAYER 1 PLAYER 2

_________________ x _________________ _________________ x _________________

Round 1 Product ––> Round 1 Product ––>

_________________ x _________________ _________________ x _________________

Round 2 Product ––> Round 2 Product ––>

_________________ x _________________ _________________ x _________________

Round 3 Product ––> Round 3 Product ––>

_________________ x _________________ _________________ x _________________

Round 4 Product ––> Round 4 Product ––>

_________________ x _________________ _________________ x _________________

Round 5 Product ––> Round 5 Product ––>

_________________ x _________________ _________________ x _________________

Round 6 Product ––> Round 6 Product ––>

TOTAL OF ALL PRODUCTS _________________ TOTAL OF ALL PRODUCTS _________________

Number and Operations in Base Ten • REVIEW GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
24

Race to the Finish Line

Building Fluency:

Materials: gameboard, gamemarker, die and game cards, piece of paper, answer slip

Number of Players: 2

Directions:
1. Players place marker on the starting space.
2. Player 1 gets cards 1-12 with answer slip 1 and Player 2 gets cards 13-24 with answer slip 2.
3. Place game cards face down. Players take turns drawing a card and answering the question.
4. If the answer is correct, the player rolls a die and moves forward that number of spaces.
5. Player that crosses the finish line first is the winner.

Variation/Extension: Student may want to create their own set of game cards or add to the set of cards. Additional blank cards
have been added for your convenience.

START FINISH
RACE TO THE FINISH LINE CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
25

1 2 3

Race to the Finish Line Race to the Finish Line Race to the Finish Line
Which of these is the most Which of these is the most
Which is the most reasonable
reasonable estimate for reasonable estimate for
estimate for 2.54 ÷ 0.5?
0.6 x 0.5? 16 ÷ 0.51?

a. 50 b. 5 c. 0.5
a. 30 b. 3 c. 0.3 a. 8 b. 30 c. 0.8

4 5 6
Race to the Finish Line Race to the Finish Line Race to the Finish Line
What is the perimeter of If the sides of this regular hexagon
What is the perimeter of this figure?
this regular octagon? are halved, what is the perimeter?
24 12 cm

14
18 6 9 cm

7 8 9

Race to the Finish Line Race to the Finish Line

Race to the Finish Line
Where should you place the
Which of these is the most
decimal point in the middle Which is the most reasonable
reasonable estimate for
number so that the 3 numbers are estimate for 0.54 x 54?
109 x 0.4?
in order from largest to smallest?
a. 250 b. 25 c. 2.50
a. 400 b. 45 c. 405
110, 714, 42

10 11 12
Race to the Finish Line Race to the Finish Line
Race to the Finish Line
What is the area of this figure? If the sides of a cube are doubled,
Where should you place the how many vertices will it have?
24 decimal point in the middle
number so that the 3 numbers are
14 in order from smallest to largest?
18 6
19.7, 514, 122

ANSWER SLIP 1 1. C 2. B 3. B 4. 84 5. 72 cm 6. 72 cm 7. B 8. 71.4 9. B 10. 408 11. 51.4 12. 8 Vertices

RACE TO THE FINISH LINE CONTINUED, PAGE 3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
26

13 14 15

Race to the Finish Line Race to the Finish Line

Race to the Finish Line
Where should you place the
Which of these is the most
decimal point in the middle Which is the most reasonable
reasonable estimate for
number so that the 3 numbers are estimate for 150.21 - 40.5?
25 x 0.6?
in order from largest to smallest?
a. 100 b. 110 c. 15
a. 1.5 b. 15 c. 150
110, 714, 42

16 17 18
Race to the Finish Line Race to the Finish Line
What is the area of this figure? Race to the Finish Line
If the sides of this square are doubled,
18 Where should you place the what is the perimeter?
decimal point in the middle
number so that the 3 numbers are
2
4 6 in order from smallest to largest?
3 cm
4, 615, 12.2

19 20 21

Race to the Finish Line

Race to the Finish Line Race to the Finish Line
Where would you place the
Which of these is the most decimal point in the middle Which is the most reasonable
reasonable estimate for 38 x 0.8? number so that the 3 numbers are estimate for 6.21 + 4.18?
in order from largest to smallest?
a. 30 b. 40 c. 3.8 a. 10 b. 100 c. 1
10, 314, 2

22 23 24
Race to the Finish Line Race to the Finish Line
Race to the Finish Line
What is the perimeter of this figure? If the sides of this square are
Where should you place the doubled, what is the area?
18 decimal point in the middle
number so that the 3 numbers are
2 in order from smallest to largest?
4 6 3 cm
10, 6275, 100

ANSWER SLIP 2 13. B 14. 71.4 15. 110 16. 60 17. 6.15 18. 24 cm 19. B 20. 3.14 21. A 22. 44 23. 62.75 24. 36 cm2
RACE TO THE FINISH LINE CONTINUED, PAGE 3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
27
Number and Operations – Fractions • NC.5.NF.4 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
28

Parts of a Whole
Building Fluency: multiplication of whole number by a fractions

Materials: whole number die (1-6), fraction circle, and fraction cards or fraction die or spinner

Number of Players: 2

Directions:
1. Player rolls a standard whole number die, and spins the spinner.
2. T he standard die represents the number of groups, and the spinner represents the fraction in each group.
Example: A roll of 3 on the standard die, and spin 1 on the spinner would be represented 3 groups with 1 .
4 4
3. Use fraction circles to help determine the product for each round.
4. If your result is 1 or more, you receive a star.
5. Play several rounds and count the stars you have collected.
6. The player with the most stars collected is the winner.

Variation/Extension: Student may want to modify fractions on spinner or use a die 0-9. A blank spinner and fraction circles are
added for your convenience. Teacher may also want students to add the products. Students may want to write coordinating
problems to fit each equation.

PLAYER 1 PLAYER 2
ROLL SPIN EQUATION ROLL SPIN EQUATION
PARTS OF A WHOLE CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
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1 1
2 3
12
1

4
1
6 8
1 1
PARTS OF A WHOLE CONTINUED, PAGE 3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
30

1
2
1
3
1
4
12
1
6
1
8
1
1
2
1
3
1
4
12
1
6
1
8
1
1
2
1
3
1
4
12
1
6
1
8
1
PARTS OF A WHOLE CONTINUED, PAGE 4 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
31
PARTS OF A WHOLE CONTINUED, PAGE 5 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
32
PARTS OF A WHOLE CONTINUED, PAGE 6 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
33
PARTS OF A WHOLE CONTINUED, PAGE 7 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
34
PARTS OF A WHOLE CONTINUED, PAGE 8 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
35
PARTS OF A WHOLE CONTINUED, PAGE 9 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
36
PARTS OF A WHOLE CONTINUED, PAGE 10 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
37
Number and Operations – Fractions • NC.5.NF.4 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
38

The Whole Matters

Building Fluency: multiply fractions

Materials: gameboard per person and fraction cards or fraction die or spinner

Number of Players: 2 or more

Directions:
1. Give each player a game board (divided into 24 equal parts), and fraction cards
or fraction die or spinner
2. The players take turns rolling their die. After each roll, the player rolling will shade in
that fraction of their playing board. Example: if a player rolls 1 , they would shade in 1 of the
2 2
24 boxes on the game board.
3. F or all subsequent rolls, the fraction taken is of the amount remaining on the board after all previous rolls.
Example: if a player has 12 boxes unshaded on his second roll, and they roll 1 , they would shade in 4 boxes, because 1 of 12 is 4.
3 3
4. If you get a fraction that you are unable to divide, choose another fraction card.
5. The first player to have one unshaded box wins.

Variation/Extension: Students may change the fractions used, the gameboard, or the goal of the game. Additional game board
are added for your convenience.

PLAYER 1 PLAYER 2
THE WHOLE MATTERS CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
39
THE WHOLE MATTERS CONTINUED, PAGE 3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
40

1 1
2 3
12
1

4
1
6 8
1 1

1 1
2 3
12
1

4
1

6 8
1 1
THE WHOLE MATTERS CONTINUED, PAGE 4 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
41

1
2
1
3
1
4
12
1
6
1
8
1
1
2
1
3
1
4
12
1
6
1
8
1
1
2
1
3
1
4
12
1
6
1
8
1
Number and Operations – Fractions • NC.5.NF.4 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
42

Greatest Product
Building Fluency: multiply a fraction by a fraction

Materials: deck of cards; optional calculator with grid paper and colored pencils

Number of Players: 2 or more

Directions:
1. Use only the number cards from a deck of playing cards. Aces are worth one point each.
2. A fraction can be made by using two cards. One card is the numerator, and one card is the denominator.
3. Deal each player four number cards. Arrange the four cards to make a multiplication problem.
Example: Let’s say you were dealt 3 , 1 , 5 , and 2 with these cards, you could make the fraction problem: 3 x 1
5 2
(No fractions over one are allowed.)
4. Draw an area model to support your product.
Example:

3
5
1
2
3
10
5. The player who forms the greatest product wins.
6. After you have played several rounds for the greatest product, play for the least product.

Variation/Extension: Student may want to record their work in their math notebook or use grid paper to create a model.

Allow students to create fractions over one – Why when multiplying a number by a fraction greater than 1 the results of the product
is greater?

Another fun way to play the game is to allow the players to form their fractions first, and make their calculations before you say
highest or lowest.
GREATEST PRODUCT CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
43
Number and Operations – Fractions • NC.5.NF – EQUIVALENCE GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
44

Color the Door

Building Fluency: equivalence

Materials: recording sheet per player, fraction cards or fraction die or spinner

Number of Players: 2-4

Directions:
1. Each player takes turns drawing a card from the pile.
2. Player shades the door according to the value of the card drawn.
3. Players may shade in equivalent fractions if applicable.
4. If a player rolls a fraction, and not enough space is left on the front or back door for shading,
the player loses their turn, and waits for the next roll of the die.
5. The first player to shade the front and back door wins.

Variation/Extension: Students can create their own door and fraction playing cards.

FRONT DOOR BACK DOOR

COLOR THE DOOR CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
45

PLAYER _______________

FRONT DOOR BACK DOOR

COLOR THE DOOR CONTINUED, PAGE 3 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
46

1
2
1
3
1
4
12
1
6
1
8
1
1
2
1
3
1
4
12
1
6
1
8
1
1
2
1
3
1
4
12
1
6
1
8
1
COLOR THE DOOR CONTINUED, PAGE 4 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
47

1 1
2 3
12
1

4
1
6 8
1 1

1 1
2 3
12
1

4
1

6 8
1 1
Number and Operations – Fractions • NC.5.NF EQUIVALENCE GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
48

Rolling, Rolling, Rolling

Building Fluency: equivalence - review

Materials: gameboard, 10 markers of one color per person, and a pair of standard dice (1-6)

Number of Players: 2

Directions:
1. Each player needs 10 markers of one color.
2. Players take turns rolling 2 number cubes and making a fraction. The players may cover an equivalent fraction on the game board.
3. If a player rolls doubles, they may roll again and either cover the equivalent fraction rolled or remove an opponent’s marker.
4. The first player to get 3 in a row in any direction wins.

Variation/Extension: Students may create their own fraction gameboards. Another way to modify the game is to change the die (1-9).

4 12 6 12 6
––– ––– ––– ––– –––
20 16 9 20 12

20 12 8 20 12
––– ––– ––– ––– –––
30 15 20 24 24

3 3 4 5 4
––– ––– ––– ––– –––
12 18 24 15 12

7 4 9 5 3
––– ––– ––– ––– –––
14 8 12 10 9

10 8 15 12 9
––– ––– ––– ––– –––
25 12 25 18 15
ROLLING, ROLLING, ROLLING CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
49

1 3
2

5
4 6
Measurement and Data • NC.5.MD.5 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
50

Packing Blocks
Building Fluency: volume

Materials: game cards, calculator

Number of Players: 2

Directions: Tami and Natasha make baby toys for a local toy manufacturer. They are packing some baby blocks made into a shipping
box. The shipping box has a volume of 1536 cubic inches. The dimensions of the blocks they are packing in the box are given below.

They must pack all of the same sized blocks into one box. Tami and Natasha want to decide before they actually pack the box. Which
blocks might fit into the box with no space left over? Can you help Tami and Natasha decide which blocks could be packed into each box?
1. Correctly match the “Dimension of Block” cards with the correct “Volume of Box” cards.
2. T hen match the “Maximum Number of Blocks.”
3. Students may need a calculator.
3. Match the cards to find which blocks can be packed into Tami and Natasha’s box with no space left over, (no remainder)?

Variation/Extension: Students create their own set of cards.

Dimensions of Block 1 The Volume of Box Maximum Number of Blocks

6 in by 6 in by 6 in V = 125 cubic inches 7 blocks

Dimensions of Block 2 Maximum Number of Blocks The Volume of Box

5 in by 5 in by 5 in 24 blocks V = 27 cubic inches

Dimensions of Block 3 Maximum Number of Blocks The Volume of Box

4 in by 4 in by 4 in 192 blocks V = 64 cubic inches

Dimensions of Block 4 The Volume of Box Maximum Number of Blocks

3 in by 3 in by 3 in V = 8 cubic inches 12 blocks

Dimensions of Block 5 The Volume of Box Maximum Number of Blocks

2 in by 2 in by 2 in V = 216 cubic inches 56 blocks

PACKING BLOCKS CONTINUED, PAGE 2 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
51

Answer Key
The following Rows go toether.

Dimensions of Block 1 The Volume of Box Maximum Number of Blocks

6 in by 6 in by 6 in V = 216 cubic inches 7 blocks

Dimensions of Block 2 The Volume of Box Maximum Number of Blocks

5 in by 5 in by 5 in V = 125 cubic inches 12 blocks

Dimensions of Block 3 The Volume of Box Maximum Number of Blocks

4 in by 4 in by 4 in V = 64 cubic inches 24 blocks

Dimensions of Block 4 The Volume of Box Maximum Number of Blocks

3 in by 3 in by 3 in V = 27 cubic inches 56 blocks

Dimensions of Block 5 The Volume of Box Maximum Number of Blocks

2 in by 2 in by 2 in V = 8 cubic inches 192 blocks

Geometry • NC.5.G.1 GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
52

Blackbeard’s Treasure Box

Building Fluency: finding points on the first quadrant of the coordinate plane

Materials: standard dice, 10 markers per player (players need different colors), and a gameboard

Number of Players: 2

Directions:
1. Players take turns rolling the cubes.
2. Players need to designate one cube for the y-axis and one cube for the y-axis.
Example: if the x-axis cube is two and the y-axis cube is three, the player would cover the gem at (2, 3).
3. If a player tosses and the gem at that place is taken, the player loses that turn.
4. The first player to get four in a row wins.

Variation/Extension: Players may win by seeing who can cover four adjacent gems to form a box.

6
5
4
Y-AXIS

3
2
1
1 2 3 4 5 6
X-AXIS
Online Game Options GRADE 5 • NC DEPARTMENT OF PUBLIC INSTRUCTION
53

Online Games Available

Number and Operations in Base Ten

Place Value Decimal – That Quiz

www.thatquiz.org/tq-c/?-j84-l3-n35-p0%20

Building Fluency with Standard: NC.5.NBT.1

Number and Operations – Fractions

Multiplying Fractions Millionaire Game

www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire.html

Building Fluency with Standard: NC.5.NF.4

Measurement and Data

Volume Shape Game

www.sheppardsoftware.com/mathgames/geometry/shapeshoot/VolumeShapesShoot.htm

Building Fluency with Standard: NC.5.MD.4

Mine Craft Volume

www.xpmath.com/forums/arcade.php?do=play&gameid=118

Building Fluency with Standard: NC.5.MD.4 and NC.5.MD.5

Geometry

Soccer Coordinates
http://www.xpmath.com/forums/arcade.php?do=play&gameid=90

Building Fluency with Standard: NC.5.G.1