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Fluency Resources G5
Fluency Resources G5
The activities are designed to support students’ progress toward the grade-level fluency articulated in
5.NBT.B.5. They are intentionally short, providing educators the flexibility to use them before or after a lesson
or anytime during the school day. Many of the sprints and fluency activities review prerequisite skills that will
help students reach the proficiency required by the end of the grade. The fluency activities can be repeated as
needed throughout the year using different numbers. The resources can be used from the start of the year, as
Chapter 1 of GO Math! focuses on 5.NBT.B.5.
GRADE-SPECIFIC NOTES:
5.NBT.B.5 is introduced in Chapter 1 of the GO Math! materials. Practice on this standard should be
distributed throughout the year, to ensure fluency is attained and maintained. A few sample fluency activities
are provided to reinforce place value concepts and mental computation. In addition, worksheets with
computation practice are provided and should be distributed throughout the year.
ACTIVITIES TO USE TO DEVELOP FLUENCY WITH MULTI-DIGIT MULTIPLICATION USING
THE STANDARD ALGORITHM:
● 41 × 10
● 410 × 2
● 32 × 30
● 43 × 30
6. MULTIPLY (4 minutes)
Materials: (S) Personal white boards
Note: This fluency activity reviews year-long fluency standards.
Directions:
T: Solve 34× 21 using the standard algorithm.
S: (Solve 34 ×21 using the standard algorithm. The product is 714.)
Continue the process for 234 ×21, 46 ×32, 146 32, and 537 ×35.
EngageNY, Module 6, Lesson 4
This activity can be repeated using the same routine with the following sequences of problems:
● 45 × 31 ● 45 × 25 ● 49 × 43 ● 68 × 43
● 345 × 31 ● 345 × 25 ● 249 × 43 ● 368 × 43
● 47 × 23 ● 59 × 23 ● 67 × 32 ● 76 × 54
● 247 × 23 ● 149 × 23 ● 867 × 32 ● 876 × 54
● 753 × 35 ● 756 × 43 ● 938 × 27 ● 978 × 86
● 43 × 23 ● 34 × 24 ● 57 × 37 ● 97 × 64
● 543 × 23 ● 134 × 24 ● 457 × 37 ● 897 × 64
● 49 × 32 ● 46 × 42 ● 68 × 43 ● 89 × 67
● 249 × 32 ● 346 × 42 ● 568 × 43 ● 789 × 67
● 954 × 25 ● 768 × 37 ● 749 × 72 ● 698 × 86
SPRINTS:
● All 5th grade sprints related to 5.NBT.B.5 can be found in Appendix A
SPRINT A
Place Sprint A face down on student desks, and instruct students not to look at the problems until a signal is
given.
T: You will have 60 seconds to do as many problems as you can. I do not expect you to finish all of them, just
as many as you can, trying for your personal best.
T: Take your mark! Get set! THINK!
Students turn papers over and work furiously to finish as many problems as they can in 60 seconds. Time
precisely.
T: Stop! Circle the last problem you completed. I will read just the answers. If you got the answer right, call out
“Yes!” If you made a mistake, circle it. Ready?
Repeat to the end of Sprint A or until no student has a correct answer.
T: Now, at the top of the page, write the number of problems you got correct. This is your personal goal for
Sprint B.
T: How many of you got one right? (All hands should go up.)
T: Keep your hand up until I say a number that is one more than the number you got right. So, if you got 14
right, when I say 15, your hand goes down. Ready?
T: (Continue quickly.) How many got two right? Three? Four? Five? (Continue until all hands are down.)
If the class needs more practice with Sprint A, continue with the optional routine presented below.
T: Take one minute to do more problems on this half of the Sprint.
As students work, the student who scored highest on Sprint A might pass out Sprint B.
T: Stop! I will read just the answers. If you got it right, call out “Yes!” If you made a mistake, circle it. Ready?
Read the answers to the first half again as students stand.
Movement: To keep the energy and fun going, do a stretch or a movement game in between Sprints.
SPRINT B
Place Sprint B face down on student desks, and instruct students not to look at the problems until a signal is
given. Repeat the procedure for Sprint A up through the show of hands for how many correct answers.
T: Stand up if you got more correct on the second Sprint than on the first.
S: (Stand.)
T: Keep standing until I say the number that tells how many more you got right on Sprint B. If you got three
more right on Sprint B than on Sprint A, when I say three, you sit down. Ready?
Call out numbers, starting with one. Students sit as the number by which they improved is called. Students
may take Sprints home.
COMPUTATION PRACTICE:
● Multiply a three-digit by a two-digit number
● Multiply a three-digit by a three-digit number
● Multiply a four-digit by a two-digit number
● Multiply a four-digit by a three-digit number
Appendix A
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Sprint 5•1
1. 9 × 10 = 23. 73 × 1,000 =
2. 9 × 100 = 24. 60 × 10 =
5. 80 × 10 = 27. 65 × 100 =
13. 2 × 10 = 35. 34 × 10 =
1. 8 × 10 = 23. 37 × 1,000 =
2. 8 × 100 = 24. 50 × 10 =
5. 70 × 10 = 27. 56 × 100 =
13. 3 × 10 = 35. 74 × 10 =
1. 2 × 10 = 23. 33 × 20 =
2. 12 × 10 = 24. 33 × 200 =
3. 12 × 100 = 25. 24 × 10 =
4. 4 × 10 = 26. 24 × 20 =
5. 34 × 10 = 27. 24 × 100 =
7. 7 × 10 = 29. 23 × 30 =
8. 27 × 10 = 30. 23 × 300 =
9. 27 × 100 = 31. 71 × 2 =
10. 3 × 10 = 32. 71 × 20 =
12. 3 × 20 = 34. 14 × 3 =
13. 13 × 10 = 35. 14 × 30 =
15. 13 × 20 = 37. 82 × 20 =
19. 22 × 4 = 41. 75 × 30 =
Lesson 7: Connect area models and the distributive property to partial products
of the standard algorithm with renaming. 101
1. 3 × 10 = 23. 44 × 20 =
2. 13 × 10 = 24. 44 × 200 =
3. 13 × 100 = 25. 42 × 10 =
4. 5 × 10 = 26. 42 × 20 =
5. 35 × 10 = 27. 42 × 100 =
7. 8 × 10 = 29. 32 × 30 =
8. 28 × 10 = 30. 32 × 300 =
9. 28 × 100 = 31. 81 × 2 =
10. 4 × 10 = 32. 81 × 20 =
12. 4 × 20 = 34. 13 × 4 =
13. 14 × 10 = 35. 13 × 40 =
15. 14 × 20 = 37. 72 × 30 =
19. 22 × 3 = 41. 65 × 30 =
Lesson 7: Connect area models and the distributive property to partial products
of the standard algorithm with renaming. 102
1. 2 × 10 = 23. 33 × 20 =
2. 12 × 10 = 24. 33 × 200 =
3. 12 × 100 = 25. 24 × 10 =
4. 4 × 10 = 26. 24 × 20 =
5. 34 × 10 = 27. 24 × 100 =
7. 7 × 10 = 29. 23 × 30 =
8. 27 × 10 = 30. 23 × 300 =
9. 27 × 100 = 31. 71 × 2 =
10. 3 × 10 = 32. 71 × 20 =
12. 3 × 20 = 34. 14 × 3 =
13. 13 × 10 = 35. 14 × 30 =
15. 13 × 20 = 37. 82 × 20 =
19. 22 × 4 = 41. 75 × 30 =
Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 274
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Sprint 5•5
1. 3 × 10 = 23. 44 × 20 =
2. 13 × 10 = 24. 44 × 200 =
[KEY]
3. 13 × 100 = 25. 42 × 10 =
4. 5 × 10 = 26. 42 × 20 =
5. 35 × 10 = 27. 42 × 100 =
7. 8 × 10 = 29. 32 × 30 =
8. 28 × 10 = 30. 32 × 300 =
9. 28 × 100 = 31. 81 × 2 =
10. 4 × 10 = 32. 81 × 20 =
12. 4 × 20 = 34. 13 × 4 =
13. 14 × 10 = 35. 13 × 40 =
15. 14 × 20 = 37. 72 × 30 =
19. 22 × 3 = 41. 65 × 30 =
Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 275
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G5-M5-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.