How to Use This Book

180 Days of Math for Fifth Grade offers teachers and parents a full page of daily mathematics
practice activities for each day of the school year.

Easy to Use and Standards-Based

These activities reinforce grade-level skills across a variety of mathematical concepts. The
questions are provided as a full practice page, making them easy to prepare and implement
as part of a classroom morning routine, at the beginning of each mathematics lesson, or as
homework.

Every fifth-grade practice page provides 12 questions, each tied to a specific mathematical
concept. Students are given the opportunity for regular practice in each mathematical
concept, allowing them to build confidence through these quick standards-based activities.

Question Mathematics Concept NCTM Standards

1 Addition or Subtraction Understands meanings of operations and how they relate
2 Multiplication to one another; Computes fluently and makes reasonable
estimates
3 Division
Understands numbers, ways of representing numbers,
relationships among numbers, and number systems;
4 Place Value or Number Sense
Understands place-value structure of the base-ten number
system
Fractions, Decimals, and Recognizes and generates equivalent forms of fractions,
5
Percents decimals, and percents
Order of Operations and Understands the meanings of operations and how they relate
6
Patterns to one another; represent and analyze patterns and functions
Understands patterns, relations, and functions; Represents
7 Algebra and analyzes mathematical situations and structures using
algebraic symbols
Understands measurable attributes of objects and the units,
8 Measurement systems, and processes of measurement; Applies appropriate
techniques and formulas to determine measurements
Analyzes characteristics and properties of two- and three-
9 Geometry dimensional geometric shapes; Uses visualization and
spacial reasoning to solve problems
Selects and uses appropriate statistical methods to analyze
10 Data Analysis
data
11 Probability Understands and applies basic concepts of probability
Solves problems that arise in mathematics and in other
Word Problem/Logic Problem
12 contexts; Applies and adapts a variety of appropriate
or Mathematical Reasoning
strategies to solve problems
Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM).
NCTM does not endorse the content or validity of these alignments.

4 #50808—180 Days of Math for Fifth Grade © Shell Education

 How to Use This Book (cont.)

Diagnostic Assessment
Teachers can use the practice pages as diagnostic assessments. The data analysis tools
included with the book enable teachers or parents to quickly score students’ work and
monitor their progress. Teachers and parents can see at a glance which mathematics
concepts or skills students may need to target in order to develop proficiency.

After students complete a practice page, grade each page using the answer key
(pages 191–206). Then, complete the Practice Page Item Analysis (page 7, or pageitem.pdf )
for the whole class, or the Student Item Analysis (page 8, or studentitem.pdf ) for individual
students. These charts are also provided as both Microsoft Word® files (pageitem.doc and
studentitem.doc) and as Microsoft Excel® files (pageitem.xls and studentitem.xls). Teachers
can input data into the electronic files directly on the computer, or they can print the pages
and analyze students’ work using paper and pencil.

To complete the Practice Page Item Analysis:

t
8SJUF
PS
UZQF
TUVEFOUT
OBNFT
JO
UIF
GBSMFGU
DPMVNO

%FQFOEJOH
PO
UIF
OVNCFS
PG

students, more than one copy of the form may be needed or you may need to add rows.

t
5IF
RVFTUJPO
OVNCFST
BSF
JODMVEFE
BDSPTT
UIF
UPQ
PG
UIF
DIBSU

&BDI
JUFN
DPSSFMBUFT

with the matching question number from the practice page.

t
'PS
FBDI
TUVEFOU
SFDPSE
BO
X in the column if the student has the item incorrect. If the
item is correct, leave the item blank.

t
*G
ZPV
BSF
VTJOH
UIF
Excel file, totals will be automatically generated. If you are using the
Word file or if you have printed the PDF, you will need to compute the totals. Count the
Xs in each row and column and fill in the correct boxes.

To complete the Student Item Analysis:

t
8SJUF
PS
UZQF
UIF
TUVEFOUT
OBNF
PO
UIF
UPQ
SPX

5IJT
GPSN
USBDLT
UIF
POHPJOH
QSPHSFTT

of each student, so one copy per student is necessary.

t
5IF
RVFTUJPO
OVNCFST
BSF
JODMVEFE
BDSPTT
UIF
UPQ
PG
UIF
DIBSU

&BDI
JUFN
DPSSFMBUFT

with the matching question number from the practice page.

t
'PS
FBDI
EBZ
SFDPSE
BO
X in the column if the student has the item incorrect. If the item
is correct, leave the item blank.

t
*G
ZPV
BSF
VTJOH
UIF
Excel file, totals will be automatically generated. If you are using the
Word file or if you have printed the PDF, you will need to compute the totals. Count the
Xs in each row and column and fill in the correct boxes.

6 #50808—180 Days of Math for Fifth Grade © Shell Education

 Practice Page Item Analysis
Directions: Record an X in cells to indicate where students have missed questions. Add up the totals. You can view:
(1) which questions/concepts were missed per student; (2) the total correct score for each student; and (3) the total number of

© Shell Education
students who missed each question.

Day: _______________ Question # 1 2 3 4 5 6 7 8 9 10 11 12 # Correct

Student Name
Sample Student x x x x 8/12
How to Use This Book
(cont.)

# of Students Missing

#50808—180 Days of Math for Fifth Grade

Each Question

7
 How to Use This Book (cont.)

Student Item Analysis

Directions: Record an X in cells to indicate where the student has missed questions. Add
up the totals. You can view: (1) which questions/concepts the student missed; (2) the total
correct score per day; and (3) the total number of times each question/concept was missed.

Student Name: Sample Student

Question 1 2 3 4 5 6 7 8 9 10 11 12 # Correct
Day
1 X X X X 8/12

Total

8 #50808—180 Days of Math for Fifth Grade © Shell Education

 How to Use This Book (cont.)

Using the Results to Differentiate Instruction

Once data is gathered and analyzed, teachers can use the results to inform the way they
differentiate instruction. The data can help determine which concepts are the most difficult
for students and which need additional instructional support and continued practice.
Depending on how often the practice pages are scored, results can be considered for
instructional support on a daily or weekly basis.

Whole-Class Support
The results of the diagnostic analysis may show that the entire class is struggling with a
particular concept or group of concepts. If these concepts have been taught in the past, this
indicates that further instruction or reteaching is necessary. If these concepts have not been
taught in the past, this data is a great pre-assessment and demonstrates that students do
not have a working knowledge of the concepts. Thus, careful planning for the length of the
unit(s) or lesson(s) must be considered, and extra frontloading may be required.

Small-Group or Individual Support

The results of the diagnostic analysis may show that an individual or small group of students
is struggling with a particular concept or group of concepts. If these concepts have been
taught in the past, this indicates that further instruction or reteaching is necessary. Consider
pulling aside these students while others are working independently to instruct further on
the concept(s). Teachers can also use the results to help identify individuals or groups of
proficient students who are ready for enrichment or above-grade level instruction. These
students may benefit from independent learning contracts or more challenging activities.
Students may also benefit from extra practice using games or computer-based resources.

Teacher Resource CD
The Teacher Resource CD provides the following resources:

t
/$5.
$PSSFMBUJPOT
$IBSU

t
3FQSPEVDJCMF
1%'T
PG
FBDI
QSBDUJDF
QBHF

t
%JSFDUJPOT
GPS
DPNQMFUJOH
UIF
EJBHOPTUJD
*UFN
"OBMZTJT
GPSNT

t
1SBDUJDF
1BHF
*UFN
"OBMZTJT
1%'
Word document, and Excel spreadsheet

t
4UVEFOU
*UFN
"OBMZTJT
1%'
Word document, and Excel spreadsheet

© Shell Education #50808—180 Days of Math for Fifth Grade 9

 1
DAY

Name: _____________________________________

Directions Solve each problem.

SCORE

1. 12 + 6 = ______ 9. Are these triangles congruent? 1. Y N

_________________________
2. x
5
5
2. Y N

3. Y N

3. 24 ÷ 6 = ______
4. Y N

10. What shape is located at (G,5)?

4. What is the place value of 5. Y N
6 in 603? _________________________

_________________________ 6. Y N

5. Write the fraction for the shaded

7. Y N
part on the shape.

_________________________ 8. Y N

9. Y N

6. Write the number that comes

next in the sequence.
11. Is it impossible, likely, certain,
10. Y N
or unlikely that you are at school
35, 40, 45, ______ today?

11. Y N
_________________________
7. 3+ = 17

12. Y N
12. A movie theater holds 245
people. The theater has already
8. Calculate the perimeter of a
sold 193 tickets. How many
rectangle that is 4 cm by 2 cm. ___ / 12
more tickets can be sold?
Total
_________________________
_________________________
© Shell Education #50808—180 Days of Math for Fifth Grade 11
 2
DAY

Name: _____________________________________

Directions Solve each problem.

SCORE

1. Y N 1. 20
– 4
9. Name the solid below.

_________________________
2. Y N

3. Y N
2.

r


@@@@@@

4. Y N

3. 5 ! 40

5. Y N 10. How many more tally marks are

needed to make 20?

6. Y N
4.
8IBU
JT

NPSF
UIBO


_________________________
7. Y N _________________________

11. What is the probability that you

8. Y N 5. Write 0.25 as a percentage. toss a coin and it lands with
heads up?
_________________________
9. Y N
_________________________

6. (2 x 3) + 7 = ______ 12. Joe bought ten exercise books.

10. Y N

11. Y N

7. 9+ = 15 – 5
12. Y N How much did he pay
altogether? Circle the correct
answer.
___ / 12
$6.00 $20.00
Total
8. ______ L = 4,000 mL
$14.00 $9.15

12 #50808—180 Days of Math for Fifth Grade © Shell Education

 3
DAY

Name: _____________________________________

Directions Solve each problem.

SCORE

1. 19 9. True or false? This figure only 1. Y N


 has one line of symmetry.

___________________ 2. Y N

2. 5 x 7 = ______
3. Y N
10. Find the coordinates of:

_________________________ 4. Y N

3. 9 !


5. Y N

4.
3PVOE

UP
UIF
OFBSFTU
6. Y N
hundred.

7. Y N
__________________________

8. Y N
5. 0.5 of 2 is ______. 11. If you spin the spinner, on what
color are you most likely to
land?
9. Y N

_______________
6.

m

œ



______ 10. Y N

11.
7. 7
12. How many equal line segments
Y N

x are needed to make a row of 6

triangles?
12. Y N
49
_________________________
___ / 12
8. ______ minutes = 4 hours
Total

© Shell Education #50808—180 Days of Math for Fifth Grade 13

 4
DAY

Name: _____________________________________

Directions Solve each problem.

SCORE

1. Y N 1. 23 – 4 = ______
7.
m




2. Y N
8. ______ cups = 1 gallon

3. Y N
9.
2. 20
x 3
Do parallel lines meet at a
30° angle?

4. Y N
_________________________

5. Y N 10. You want to create a survey to

find out about your classmates’
3. 30 ÷ 6 = ______ favorite subject in school. What
would be a good question to
6. Y N
ask?

7. Y N
_________________________

_________________________
4. What is the value of the digit 7
8. Y N JO
UIF
OVNCFS
 
_________________________

_________________________
9. Y N 11. A family has five members—a
mom, a dad, two sisters, and
a brother. The family lines
1 up single file. What is the
10. Y N 5. 2
of 10 is ______.
probability that the mom is at
the front of the line?

11. Y N
_________________________

12. Y N 12. Lana took one and a half times

6. 4 + (4 x 5) = ______ as long as Jayden to finish a
project. If Lana took 15 days,
___ / 12 how long did Jayden take?

Total
_________________________

14 #50808—180 Days of Math for Fifth Grade © Shell Education

 5
DAY

Name: _____________________________________

Directions Solve each problem.

SCORE

1. 29 + 7 = ______ 9. Is the angle obtuse, acute, or 1. Y N

right?

_________________________ 2. Y N

5
2. x 7
3. Y N

4. Y N
3.

œ


______ 10. Record the following data in the
chart using tally marks.
The Hill family has 4 cats and 2
5. Y N
dogs.
The Diaz family has 2 dogs and
4. How many digits are in 29,400? no cats. 6. Y N

Dogs Cats
_________________________
Hill family 7. Y N

5 Diaz family
5. Is 6 greater than, less
10
than, or equal to 12 ? 8. Y N

11. Imagine that you write each

_________________________ letter of the word IMAGINE on
individual cards. You shuffle 9. Y N

6. Write the number that comes them, turn them facedown on a

next in the sequence. table, and turn over the top card.
What is the probability of turning 10. Y N




_______ over an A?

_________________________ 11. Y N
7. 25 ÷ 5 = 5 x

12. My product is 30. The difference 12. Y N

of the two factors is 1. The sum
of the two factors is 11. What
8. Do you use A.M. or P.M. to write
numbers am I? ___ / 12
3:29 in the morning?
Total
_________________________
_________________________

© Shell Education #50808—180 Days of Math for Fifth Grade 15