Singapore Mathematics Standards Edition Grade 5

Singapore
Mathematics
Grade 5

Revised 10.5.17

Appendix – Supplementary Materials

1. Powers of Ten Using Exponents (Following Unit 1, Lesson 4 for whole
numbers, and again following Unit 7 for decimals)
2. Benchmark Fractions (Unit 3, Lesson 4)
3. Effects of Multiplying by a Fraction (Unit 3, Lesson 5)
4. Composite Volumes (End of Unit 8)
5. Coordinate Graphs (Prior to Unit 12, Lesson 3)
6. Patterns and Rules and Line Plots (Throughout the year for Patterns and
Rules, and Unit 12, Lesson 3 for Line Plots)

Singapore Mathematics
Grade 5

Powers of Ten Using Exponents

The Singapore text uses the standard form of a number

2,435

as well as the expanded form

2,000 + 400 + 30 + 5

However, the state standards include standard form using exponents

2 × 10 + 4 × 10 + 3 × 10 + 5
3 2

As an intermediate step, we recommend using the following form:

2 × 1,000 + 4 × 100 + 3 × 10 + 5

Students should already know about exponents and about multiplying by tens, so
the new expanded form should not be completely foreign.

(Note that we do not do expanded form of decimals using negative exponents.)

The other standard involves multiplying and dividing by powers of ten with the
number specifically written using exponents. Again, students have everything they
need to do these problems. They are already multiplying and dividing by numbers
such as 100 and 10,000. The only difference is that they will need to see these using
exponents.

There are two worksheets that can guide a one-day lesson each, the first occurring
after the first unit on numbers, and the second occurring after the unit on decimals.

Grade 5

Name: __________________________________________________________________________

Write the number 4,356 using words.

Write the number 4,356 in expanded form without using exponents.

Write the number 4,356 in expanded form using exponents.

First rewrite the problem without an exponent. Second, solve the problem.
202 × 10 2 31, 400 ÷ 10 2

202 × 100

20,200
1,234 × 10 3 4,101,000 ÷ 10 3

3 × 10 5 500,000 ÷ 10 4

98,020 ÷ 101 3,101× 10 3

Grade 5

Name: __________________________________________________________________________

First rewrite the problem without an exponent. Second, solve the problem.
0.707 × 10 3 3,105 ÷ 10 3
0.202 × 1,000

202
0.5005 × 10 4 0.00505 × 10 4

2.5 × 10 4 0.4582 × 10 3

234 ÷ 10 2 512.02 × 101

1.2 ÷ 10 2 543.21 ÷ 10 2

416 ÷ 10 3 34,51.302 ÷ 10 5

Which of the following are equivalent to 2,020 ÷ 10 ? Circle all correct answers.
1

202 × 10 2 20,200 ÷ 10 2 0.202 × 10 3

2,020 ÷ 10 3 0.00202 × 10 4 0.2002 ÷ 10 4

Grade 5

Benchmark Fractions

Benchmark fractions are commonly used fractions that are used to benchmark, or
compare to, other fractions. For example, ½ is a common benchmark fraction.
!
When deciding on the size of a fraction such as , we can compare it to ½. The idea
!
of comparing with benchmark fractions is particularly helpful for estimating sums
and differences.

On page 61 of the student text, you will find the following problem:

! !
Find the total length of 3 and 1 .
! !"

In the Common Core Edition of the student text, the student at the bottom of the
page says the following:

Although this is not in the Standards Edition, you should be sure to cover this when
working the problem with students. Further examples are on the next page, which
are worth going through, but this is the kind of things that can be woven into many
future examples in this lesson.

Grade 5

Additional Example:

Additional Example:

Additional Example:

Grade 5

Name: __________________________________________________________________________

! ! ! !
Will + be greater than or less Will 1 + 1 be greater than or
! ! ! !
than 1? less than 2 ?
!
!

! ! ! !
Will 3 − 1 be greater than or Will 2 + 1 be greater than or
! !" ! !
less than 2? less than 4?

! ! ! !
Will 3 − 2 be greater than or Will 7 − 1 be greater than or
! ! ! !
less than 1? less than 6?

! ! ! !
Will 3 + 1 be greater than or Will 2 + 1 be greater than or
! ! ! !
! !
less than 4 ? less than 3 ?
! !

Grade 5

Effects of Multiplying by a Fraction

Student should be familiar with what happens to numbers as they are multiplied by
various fractions. Starting on page 64 (Lesson 3-5) of the Standards Edition is the
material on multiplying a whole number by a fraction. In the Common Core Edition,
you will find the following example:

Notice the dialog about how the product of ½ and 5 must be less than 5. This is
important. You may use the above example, or you may use the examples starting on
!
page 64 of the Standards Edition (the first of which is the same product, ×5, but a
!
different scenario.

Grade 5

Additional Example:

Grade 5

Name: __________________________________________________________________________

! !
Will × 4 be greater than or less Will 6 × 1 be greater than or less
! !
than 4? than 6?

! !
Will × 8 be greater than or less Will 9 × be greater than or less
! !
than 8? than 9?

! !
Will 3 × 12 be greater than or Will × 10 be greater than or less
! !
less than 12? than 10?

! !
Will 3 × be greater than or less Will 2 × 19 be greater than or
! !
than 3? less than 19?

Grade 5

Composite Volumes
The Standards Edition of the text does not cover composite volumes. This material
should be covered following page 56 in Volume B of the Student Text.

Grade 5

Grade 5

Name: __________________________________________________________________________

Solve the following problems.

Grade 5

Coordinate Graphs
Student are expected to answer “real world questions” using coordinate graphs. This is an important
precursor to the next supplement on Line Plots (which builds on coordinate graphs, but is more
about comparing two patterns or “rules”). Therefore, we recommend covering this prior to section
12-3 in the Standards Edition.

Grade 5

Grade 5

Grade 5

Grade 5

Grade 5

Name: __________________________________________________________________________

Solve the following problems.

Grade 5

Grade 5

Patterns and Rules and Line Plots
Students should be well-equipped to answer questions phrased as, “Find the next number in the
pattern.” The state standard, however, uses the specific vocabulary of “rules.” Students should also
be able to identify properties of the pattern, e.g. if a sequence begins with 1 and follows the rule “Add
2”, then every number is the sequence is odd. This standard occurs in the 4th grade as well, but in the
5th grade complexity is added in two ways. First, students are asked to compare two patterns,
identifying whether one produces greater values than the other, determining when they produce the
same numbers, noting that the terms in one sequence are twice the terms in the other, etc. Second,
students are asked to write the two rules as ordered pairs and graph them on a coordinate plane.
The second part of this is well covered in the Common Core text during the lesson on Line Graphs
(Lesson 10-3 in the Common Core Text). We have copied those pages here and using it in place of
Unit 12, Lesson 3 in the Standards Edition.

The first part is a supplement that should occur throughout the year during opening bell work,
closing work, or even throughout lessons when appropriate. For that reason, we are not developing
a homework set, but rather giving some examples of questions that might be asked during class. For
additional, simpler questions, see the Grade 4 Supplement.

Sample Questions
1. Joshua and Kiara are creating number patterns. Joshua’s pattern starts with 1
and follows the rule “Multiply by 2, then add 1.” Kiara’s pattern starts at 11 and
follows the rule “Add 5.” What is the first number that is the same in both
patterns? [Answer: 31]
2. Pattern #1 begins with #2 and follows the rule “Add 2.” Pattern 2 begins with 6
and follows the rule “Add 6.” Describe the relationship between corresponding
numbers in Pattern #1 and Pattern #2? [Answer: The numbers in Pattern #2 are
three times the numbers in Pattern #1.]
3. Pattern A begins with 5 and follows the rule “Multiply by 2 and then add 1.”
Pattern B begins with 4 and follows the rule “Multiply by 2 and then add 2.”
Describe the relationship between corresponding numbers in Pattern A and
Pattern B? [Answer: The numbers in Pattern B are one less than the numbers in
Pattern A.]
4. Pattern #1 begins with 3 and follows the rule, “Multiply by 3 and then add 1.”
Pattern #2 begins with 2 and follows the rule, “Add 2.” Will the numbers in
Pattern #1 always be greater than their corresponding numbers in Pattern #2?
[Answer: Yes]
5. Pattern A begins with 1 and follows the rule, “Multiply by 2.” Pattern B begins
with 20 and follows the rule, “Add 10.” Will the numbers in Pattern B ever
become greater than their corresponding numbers in Pattern A? If so, when?
[Answer: Yes – The 8th term in Pattern A is 128, and the 8th term in Pattern B is
90. After this value, the terms in Pattern A will always be greater than those in
Pattern B.]
6. Pattern #1 starts with 4. Pattern #2 starts with 8. Create two rules such that the
numbers in Pattern #2 will always be twice the numbers in Pattern #1.
7. Pattern A starts with 10. Pattern B starts with 8. Create two rules such that the
numbers in Pattern A will always be two more than the numbers in Pattern B.

Grade 5

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Grade 5

Name: __________________________________________________________________________
Solve the following problems. Show your work.

Grade 5

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Singapore Mathematics Standards Edition Grade 5

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