Grade 5: 28 skills.

Indented means “needs the one above it first”. A skill with no indent starts from earlier grades.

Adding fractions, unlike denominators CCSS-M 5.NF.1

Misconceptions recognised: adding the tops and adding the bottoms.
- Estimating fraction sums CCSS-M 5.NF.2
  
  Misconceptions recognised: adding the tops and adding the bottoms.
- Line plots: every column added CCSS-M 5.MD.2
Budgets & money plans Ontario F1
Classifying shapes by properties CCSS-M 5.G.3-4

Misconceptions recognised: a square can't be a rectangle.
Converting units both ways CCSS-M 5.MD.1
Decimals to thousandths CCSS-M 5.NBT.3a

Misconceptions recognised: writing a decimal from its words digit by digit.
- Adding & subtracting decimals CCSS-M 5.NBT.7 (part)
  
  Misconceptions recognised: writing the carry into the answer; forgetting the carried ten; adding decimals without lining up the point; borrowing without taking one from the next column; taking the small digit from the big one; 0 − n = n.
- Comparing decimals to thousandths CCSS-M 5.NBT.3b
  
  Misconceptions recognised: the longer decimal is bigger; the shorter decimal is bigger.
  - Rounding decimals CCSS-M 5.NBT.4
    
    Misconceptions recognised: cutting the number off instead of rounding; rounding at the wrong place.
Describing probability Ontario D2
Each place is ten times the next CCSS-M 5.NBT.1

Misconceptions recognised: adding a digit instead of shifting place value.
- Powers of ten CCSS-M 5.NBT.2
  - Multiplying decimals CCSS-M 5.NBT.7 (part)
    
    Misconceptions recognised: lining decimals up by their last digit.
Fraction times a fraction CCSS-M 5.NF.4

Misconceptions recognised: finding a common denominator but not scaling the tops.
- Dividing with unit fractions CCSS-M 5.NF.7
  
  Misconceptions recognised: flipping the wrong fraction when dividing; dividing always makes it smaller.
- Fraction multiplication stories CCSS-M 5.NF.6
- Multiplication as scaling CCSS-M 5.NF.5
  
  Misconceptions recognised: multiplying always makes it bigger.
Fractions as division CCSS-M 5.NF.3
Multiplying large numbers CCSS-M 5.NBT.5

Misconceptions recognised: leaving out a partial product; forgetting to shift the second row.
- Dividing by two-digit numbers CCSS-M 5.NBT.6
  
  Misconceptions recognised: a quotient that's too big, not adjusted.
  - Dividing decimals CCSS-M 5.NBT.7 (part)
- Volume formulas CCSS-M 5.MD.5
  
  Misconceptions recognised: volume from two dimensions.
Order of operations CCSS-M 5.OA.1

Misconceptions recognised: working strictly left to right; ignoring the brackets.
- Reading expressions without computing CCSS-M 5.OA.2
The coordinate plane CCSS-M 5.G.1-2

Misconceptions recognised: swapping across and up.
- Two patterns, compared CCSS-M 5.OA.3
  
  Misconceptions recognised: swapping across and up.
Volume by counting cubes CCSS-M 5.MD.3-4

Misconceptions recognised: counting the cubes you can see.

Misconceptions are the rules children reach for that almost work; the names here are the research vocabulary for them. Cardinal Math watches for them as the problem is worked, not just in the answer. The guides under Help for parents walk through the common ones with examples.