Course Title:
5TH GRADE STATE STANDARDS
Math
Grade Level:
STUDENT PERFORMANCE
Fourth
Math - Fourth
Page 1
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.1 Numbers, Number Systems and
Number Relationships:
A. Use expanded notation to represent
whole numbers or decimals.
B. Apply number theory concepts to rename
a number quantity.
C. Demonstrate that mathematical
operations can represent a variety of
problem situations.
D. Use models to represent fractions and
decimals.
E. Explain the concepts of prime and
composite numbers.
F. Use simple concepts of negative numbers
such as on a number line, in counting, and
temperature.
The student will be able to:
A. Use expanded notation to represent
whole numbers.
B. Use whole numbers and fractions to
rename a number quantity.
C. Recognize that mathematical operations
can represent a variety of problem
situations.
D. Use drawings, diagrams, or models to
show the concept of fractions and decimals
as part of a whole.
E. Identify a negative number on a number
line, in counting and temperature.
F. Use and apply number theory concepts
(factors and multiples) to represent numbers
in various ways.
A. Everyday Math Lessons 2.3, 2.4, 2.9, 5.8,
5.9
ADD 2.7 AND 2.10
B. Everyday Math Lessons 2.2, 7.8
C. Number Story Math Log (p 472),
Everyday Math Lessons 3.7, 3.12
D. Everyday Math Lessons 4,1, 4.2, 4.4,
4.10, 7.1, 7.2, 7.3, 7.5, 7.6, 7.7, 7.9, 9.1, 9.2
ADD 7.13
E. Everyday Math Lessons 10.6, 11.6
F. Name-Collection Boxes, Everyday Math
Lessons 3.1, 3.2, 3.3, 3.4
Everyday Math Activities: Games,
Number Story Math Log, NameCollection Boxes (MM p 16), Study
Links, Math Masters, Projects, Mental
Math and Reflexes, Student Reference
Book, Math Messages
PROCEDURES FOR
ASSESSMENT:
Math Journal, Math Boxes, Name-Collection
Boxes, Unit Review (Unit Checking
Progress), Class Checklists, Number Story
Math Logs, Teacher Observations, Math
Masters
Math - Fourth
Page 2
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.2 Computation and Estimation:
A. Create and solve word problems
involving addition, subtraction,
multiplication and division of whole
numbers.
B. Develop and apply algorithms to solve
word problems that involve addition,
subtraction, and/or multiplication with
decimals with and without regrouping,
fractions and mixed numbers, that include
like and unlike denominators.
C. Demonstrate the ability to round
numbers.
D. Determine through estimations the
reasonableness of answers to problems
involving addition, subtraction,
multiplication and division of whole
numbers.
E. Demonstrate skills for using fraction
calculators to verify conjectures, confirm
computations, and explore complex problems
solving situations.
F. Apply estimation strategies to a variety
of problems including time and money.
G. Explain multiplication and division
algorithms.
PROCEDURES FOR
ASSESSMENT:
The student will be able to:
A. Solve word problems involving addition,
subtraction, multiplication and division of
whole numbers.
A. Everyday Math Lessons 3.7, 6.1, 6.3, 9.8,
9.9
B. Develop and apply algorithms to solve
word problems that involve addition,
subtraction, multiplication and division.
B. Everyday Math Lessons 3.7, 6.l, 6.3, 9.8,
9.9
C. Round numbers to a given place.
C. Everyday Math Lesson 5.10
D. Use estimation to determine the
reasonableness of answers to problems
involving addition, subtraction,
multiplication, division, time, and money to
whole numbers.
E. Demonstrate skills for using fraction
calculators.
D. Everyday Math Lessons 3.6, 5.3, 5.4, 5.12
F. Use multiplication and division
algorithms with regrouping.
G. Select a method for computation and
explain why it is appropriate.
F. Everyday Math Lessons 5.1, 5.2, 5.5, 5.6,
5.7, 6.2
G. Everyday Math Lessons 5.1, 5.2, 5.5, 5.6,
5.7, 6.2
Everyday Math Activities: Games,
Study links, Projects, Sample Math
Work (MM p 473), Number Story Math
Log, Mental Math and Reflexes, Student
Reference Book, Math Messages
Math Boxes, Math Journal, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklists, Teacher Observations, Number
Story Math Log
E. Everyday Math Lessons 2.4, 9.3, 9.4, 9.5,
9.7
ADD 9.10
Math - Fourth
Page 3
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.3 Measurement and Estimation:
A. Select and use appropriate instruments
and units for measuring quantities such as
perimeter, volume, area, weight, time and
temperature.
B. Select and use standard tools to measure
the size of figures with specified accuracy,
including length, width, perimeter, and area.
C. Estimate, refine, and verify specified
measurements of objects.
D. Convert linear measurements within the
same system.
E. Add and subtract measurements.
The student will be able to:
A. Use appropriate instruments and units
for measuring quantities such as perimeter,
volume, area, weight, time and temperature.
A. Everyday Math Lessons 4.6, 4.7, 4.8, 4.9,
6.6, 8.2, 8.3, 10.6, 11.1, 11.7
B. Use standard tools to measure the size of
figures with specified accuracy, including
length, width, perimeter, and area.
C. Estimate, refine, and verify specified
measurements of objects.
D. Convert linear measurements within the
same system (e.g. US customary and metric
units).
E. Add and subtract measurements.
C. Everyday Math Lessons 4.6, 4.7, 4.8, 4.9,
6.6, 8.2, 8.3, 10.6, 11.1, 11.7 ADD 4.11
D. Everyday Math Lessons 4.7, 4.9
F. Solve problems involving time.
ADD 4.11, 11.5, 11.8
B. Everyday Math Lessons 4.6, 4.7, 4.8, 4.9,
6.6, 8.2, 8.3, 10.6, 11.1, 11.7 ADD 4.11
E. Everyday Math Lessons 5.3, 7.4
F. Everyday Math Lessons 4.5, 5.3, 6.6
Everyday Math Activities: Games,
Projects, Study Links, Math Masters,
Name-Collection Boxes, Mental Math
and Reflexes
PROCEDURES FOR
ASSESSMENT:
Math Journal, Math Boxes, Unit Review
(Unit Checking Progress), Class Checklists,
Teacher Observations, Name-Collection
Boxes, Math Masters, Number Story Math
Logs
Math - Fourth
Page 4
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.4 Mathematical Reasoning and
Connections:
A. Compare quantities and magnitudes of
numbers.
B. Use models, number facts, properties and
relationships to check and verify predictions
and explain reasoning.
C. Draw inductive and deductive
conclusions within mathematical contexts.
D. Distinguish between relevant and
irrelevant information in a mathematical
problem.
E. Interpret statements made with precise
language of logic (i.e. all, every, none, some,
or many).
F. Use statistics to quantify issues in social
studies.
PROCEDURES FOR
ASSESSMENT:
The student will be able to:
A. Compare quantities and magnitudes of
numbers.
B. Use models, number facts, properties and
relationships to check and verify predictions
and explain reasoning.
C. Using data draw inductive and deductive
conclusions within mathematical contexts.
D. Distinguish between relevant and
irrelevant information in a mathematical
problem.
E. Interpret statements made with precise
language of logic (i.e. all, every, none, some,
or many).
F. Use statistics to quantify issues in any
content.
Math Journal, Math Boxes, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklist, Teacher Observation, Number
Story Math Log (p 472)
A. Everyday Math Lesson 5.4
B. Everyday Math Lesson 8.2
ADD TO C BELOW 2.10
C. Everyday Math Lessons 2.5, 2.8, 5.ll, 9.7
D. Everyday Math Lesson 3.7
E. Everyday Math Lesson 3.ll
F. Everyday Math Lessons 2.5, 2.6, 3.5,
5.3, 5.4, 12.6
Everyday Math Activities: Math
Messages, Student Reference Book,
Study Links, Projects, Mental Math and
Reflexes, Math Masters, Number-Story
Log (MM p 422), Situation Diagrams
(MM p 40), Logic Grid (MM p 47), Math
Journal p 120
Math - Fourth
Page 5
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.5 Mathematical Problem Solving
and Communication:
A. Develop a plan to analyze a problem,
identify the information needed to solve the
problem, carry out the plan, check whether
an answer makes sense and explain how the
problem was solved.
B. Use appropriate mathematical terms,
vocabulary, language symbols and graphs to
clearly and logically explain solutions to
problems.
C. Show ideas in a variety of ways,
including words, numbers, symbols, pictures,
charts, graphs, tables, diagrams and models.
D. Connect, extend, and generalize problem
solutions to other concepts, problems and
circumstances in mathematics.
E. Select, use, and justify the methods,
materials and strategies used to solve
problems.
F. Use appropriate problem solving
strategies such as solving a simpler problem
or drawing a picture or diagram.
The student will be able to:
A. Develop a plan to analyze a problem,
identify the information needed to solve the
problem, carry out the plan, check whether
an answer makes sense and explain how the
problem was solved.
B. Use appropriate mathematical terms,
vocabulary, language symbols and graphs to
clearly and logically explain solutions to
problems.
C. Show ideas in a variety of ways,
including words, numbers, symbols, pictures,
charts, graphs, tables, diagrams and models.
D. Connect, extend, and generalize problem
solutions to other concepts, problems and
circumstances in mathematics.
E. Select, use, and justify the methods,
materials and strategies used to solve
problems.
F. Use appropriate problem solving
strategies such as solving a simpler problem
or drawing a picture or diagram to solve a
more complex problem.
A. Everyday Math Lessons 2.1, 2.8, 3.7, 4.3,
5.3, 5.11, 6.4
B. Everyday Math Lessons 2.1, 2.8, 3.7, 4.3,
5.3, 5.11, 6.4
C. Everyday Math Lessons 2.1, 2.8, 3.7, 4.3,
5.3, 5.11, 6.4
D. Everyday Math Lessons 2.1, 2.8, 3.7, 4.3,
5.3, 5.11, 6.4
E. Everyday Math Lessons 2.1, 2.8, 3.7, 4.3,
5.3, 5.11, 6.4
F. Everyday Math Lessons 2.1, 2.8, 3.7, 4.3,
5.3, 5.11, 6.4
Everyday Math Activities: World Tour
Project, Study Links, Math Masters,
Math Messages, Mental Math and
Reflexes, Student Reference Book
PROCEDURES FOR
ASSESSMENT:
Math Journal, Math Boxes, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklist, Teacher Observation, Number
Story Math Log (p 472)
Math - Fourth
Page 6
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.6 Statistics and Data Analysis:
A. Organize and display data using pictures,
tallies, tables, charts, bar graphs, and circle
graphs.
B. Describe data sets using mean, median,
mode and range.
C. Sort data using Venn diagrams.
The student will be able to:
A. Organize and display data using pictures,
tallies, tables, charts, bar graphs, and circle
graphs.
B. Describe data sets using mean, median,
mode and range.
C. Sort data using comparison diagrams.
D. Predict the likely number of times a
condition will occur based on the analyzed
data.
E. Construct and defend simple conclusions
based on data.
D. Predict the likely number of times a
condition will occur based on the analyzed
data.
E. Construct and defend simple conclusions
based on data.
A. Everyday Math Lessons 2.8, 9.4, 12.2
B. Everyday Math Lesson 2.5
C. Everyday Math Lesson 1.3
D. Everyday Math Lesson 7.10
E. Everyday Math Lessons 2.8, 9.4, 12.2
Everyday Math Activities: Evaluating
My Math Class (MM p 468), Study Links,
Math Masters, Projects, Games, Mental
Math and Reflexes, Math Messages,
Student Reference Book
PROCEDURES FOR
ASSESSMENT:
Math Journal, Math Boxes, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklist, Teacher Observation
Math - Fourth
Page 7
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.7 Probability and Predictions:
A. Perform simulations with concrete
devices (dice, spinner, etc.) to predict the
chance of an event occurring.
B. Determine the fairness of the design of a
spinner.
C. Express probabilities as fractions and
decimals.
D. Compare predictions based on theoretical
probability and experimental results.
E. Calculate the probability of a simple
event.
F. Determine patterns generated as a result
of an experiment
G. Determine the probability of an event
involving "and", "or" or "not".
H. Predict and determine why some
outcomes are certain, more likely, less likely,
equally likely or impossible.
I. Find all possible combinations and
arrangements involving a limited number of
variables.
J. Make a tree diagram and list the
elements in the sample space.
The student will be able to:
A. Perform simulations with concrete devices
(dice, spinner, etc.) to predict the chance of
an event occurring.
B. Determine the fairness of the design of a
spinner.
C. Express probabilities as fractions.
D. Compare predictions based on theoretical
probability and experimental results.
E. Calculate the probability of a simple
event.
F. Determine patterns generated as a result
of an experiment.
G. Determine the probability of an event
involving "and", "or" or "not".
H. Predict why some outcomes are certain,
more likely, less likely, equally likely or
impossible.
I. Find all possible combinations and
arrangements involving a limited number of
variables.
J. Use a tree diagram to answer questions.
A. Everyday Math Lessons 2.5, 5.4
B. Everyday Math Lesson 7.11
C. Everyday Math Lesson 7.12
D. Everyday Math Lesson 7.11
E. Everyday Math Lesson 9.6
F. Everyday Math Lessons 6.5, 7.12
G. Everyday Math Lessons 7.11, 7.12, 8.3
H. Everyday Math Lessons 7.11, 7.12, 8.3
I. Everyday Math Lessons 7.11, 7.12
J. Everyday Math Lesson 1.4
Everyday Math Activities: Study Links,
Math Masters, Mental Math and
Reflexes, Project 3 (p 891), Games,
World Tour Project, Math Messages,
Student Reference Book
PROCEDURES FOR
ASSESSMENT:
Math Journals, Math Boxes, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklist, Teacher Observation
Math - Fourth
Page 8
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.8 Algebra and Functions:
A. Recognize, reproduce, extend, create and
describe patterns, sequences and
relationships verbally, numerically,
symbolically and graphically, using a variety
of materials.
B. Connect patterns to geometric relations
and basic number skills.
C. Form rules based on patterns (e.g., an
equation that relates pairs in a sequence).
D. Use concrete objects and combinations of
symbols and numbers to create expressions
that model mathematical situations.
E. Explain the use of combinations of
symbols and numbers in expressions,
equations, and inequalities.
F. Describe a realistic situation using
information given in equations, inequalities,
fables or graphs.
G. Select and use appropriate strategies,
including concrete materials, to solve
number sentences and explain the method of
solution.
The student will be able to:
A. Recognize, reproduce, extend, create and
describe patterns, sequences and
relationships verbally, numerically,
symbolically and graphically, using a variety
of materials.
B. Connect patterns to geometric relations
and basic number skills.
C. Form rules based on patterns (e.g., an
equation that relates pairs in a sequence).
D. Use concrete objects and combinations of
symbols and numbers to create expressions
that model mathematical situations.
E. Use combinations of symbols and
numbers in expressions, equations, and
inequalities.
F. Describe a realistic situation using
information given in equations, inequalities,
fables or graphs.
G. Select and use appropriate strategies,
including concrete materials, to solve
number sentences and explain the method of
solution.
A. Everyday Math Lessons 3.8, 3.9, 3.10,
10.5
B. Everyday Math Lessons 6.6, 6.7, 10.3,
10.4 ADD 6.11
C. Everyday Math Lessons 6.5, 12.1, 12.2
D. Everyday Math Lesson 8.8
E. Everyday Math Lessons 3.8, 3.9, 3.10
F. Everyday Math Lessons 12.4, 12.5
G. Everyday Math Lessons 3.7, 3.8, 3.9, 3.10
Math - Fourth
Page 9
H. Locate and identify points on a coordinate
system.
I. Generate functions from tables of data and
relate data to corresponding graphs and
functions.
H. Locate and identify points on a coordinate
system.
I. Generate functions from tables of data and
relate data to corresponding graphs and
functions.
H. Everyday Math Lessons 6.5, 6.6, 6.9, 6.10
I. Everyday Math Lessons 7.12, 12.1, 12.3,
12.4, 12.5 ADD 12.7
Everyday Math Activities: Games,
Student Reference Book, Math
Messages, Mental Math and Reflexes,
Study Links Projects 4 & 5, What's My
Rule?, World Tour, Rate Tables (MM p.
190), Fact Triangles
PROCEDURES FOR
ASSESSMENT:
Math Journal, Math Boxes, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklist, Teacher Observations, What's My
Rule, Masters Rate Table (p 190), Everyday
Math Lesson 12.7
Math - Fourth
Page 10
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, AC
2.9 Geometry:
A. Give formal definitions of geometric
figures.
B. Classify and compare triangles and
quadrilaterals according to sides or angles.
C. Identify and measure circles, their
diameters and radii.
D. Describe in words how geometric shapes
are constructed.
E. Construct two and three dimensional
shapes and figures using manipulatives,
geoboards, and computer software.
F. Find familiar solids in the environment
and describe them.
G. Create an original tesselation.
H. Describe the relationship between the
perimeter and area of triangles,
quadrilaterals and circles.
I. Represent and use the concepts of line,
point, and plane.
J. Define the basic properties of squares,
pyramids, parallelograms, quadrilaterals,
trapezoids, polygons, rectangles, rhombi,
circles, triangles, cubes, prisms, spheres, and
cylinders.
K. Analyze simple transformations of
geometric figures and rotations of line
segments.
The student will be able to:
A. Explore, classify, and identify geometric
figures.
B. Classify triangles and quadrilaterals.
A. Everyday Math Lessons Unit I
B. Everyday Math Lessons 1.3, 1.4, 1.5, 1.8
C. Identify and measure circles, their
diameters and radii.
D. Describe in words how geometric shapes
are constructed.
E. Construct two and three dimensional
shapes and figures using manipulatives, and
geoboards.
F. Find familiar solids in the environment
and describe them.
G. Create an original tesselation.
C. Everyday Math Lessons 1.6, 1.7
H. Describe the relationship between the
perimeter and area of triangles and
quadrilaterals.
I. Represent and use the concepts of line
and point.
J. Define the basic properties of squares,
pyramids, parallelograms, quadrilaterals,
trapezoids, polygons, rectangles, rhombi,
circles, triangles, cubes, prisms, spheres, and
cylinders.
K. Use simple transformations of geometric
figures and rotations of line segments.
H. Everyday Math Lessons 8.5, 8.6, 8.7 ADD 8.9
D. Everyday Math Lessons 1.7, 11.3
E. Everyday Math Messons 1.4, 8.1, 11.3, 11.4
F. Everyday Math Lesson 11.2
G. Everyday Math Lesson 10.5
I. Everyday Math Lesson 1.2
J. Everyday Math Lessons 1.3, 1.5, 1.6, 1.7 ADD 1.9
K. Everyday Math Lesson 10.5
Math - Fourth
Page 11
L. Identify properties of geometric figures
(i.e. parallel, perpendicular, similar,
congruent, symmetrical).
L. Identify properties of geometric figures
(i.e. parallel, perpendicular, similar,
congruent, symmetrical).
L. Everyday Math Lessons 10.1, 10.2, 10.3,
10.4 ADD 10.7
Everyday Math Activities: Student
Reference Book, Math Messages, Mental
Math and Reflexes, Study Links, Games,
Projects 4 and 7
PROCEDURES FOR
ASSESSMENT:
Math Journal, Math Boxes, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklist, Teacher Observations
Math - Fourth
Page 12
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.10 Trigonometry:
A. Identify and compare parts of right
triangle including right angles, acute angles,
hypotenuse, and legs.
B. Create right triangles on a geoboard.
The student will be able to:
A. Identify and compare parts of right
triangles including right angles, acute
angles, hypotenuse, legs and obtuse angles.
B. Create right triangles using a variety of
materials.
A. Everyday Math Lessons 6.6, 6.8
B. Everyday Math Lesson 1.3
Everyday Math Activities: Student
Reference Book, Math Messages, Mental
Math and Reflexes, Games, Study Links
PROCEDURES FOR
ASSESSMENT:
Math Journal, Math Boxes, Math Masters, Unit
Review (Unit Checking Progress), Class Checklist,
Teacher Observations
Math - Fourth
Page 13
5TH GRADE STATE STANDARDS
STUDENT PERFORMANCE
STRATEGIES, ACTIVITIES, AND
RESOURCES
2.11 Concepts of Calculus:
A. Make comparisons of numbers such as
more, less, same, least, most, greater than
and less than.
B. Identify least and greatest values
represented in bar and circle graphs.
C. Identify maximum and minimum.
D. Describe the relationship between rates
of change and time.
E. Estimate areas and volumes as the sums
of areas of tiles and volumes of cubes.
PROCEDURES FOR
ASSESSMENT:
The student will be able to:
A. Make comparisons of numbers such as
more, less, same, least, most, greater than
and less than.
B. Identify least and greatest values
represented in bar, circle, and line graphs.
C. Identify maximum and minimum.
A. Everyday Math Lessons 3.8, 3.9, 3.10
B. Everyday Math Lessons 2.6, 2.8, 9.4
C. Everyday Math Lesson 2.5
D. Explore rates of change.
D. Everyday Math Lessons 12.1, 12.2
E. Estimate areas and volumes as the sums
of areas of tiles and volumes of cubes.
E. Everyday Math Lessons 8.3, 8.4, 11.4,
11.5
Everyday Math Activities: Student
Reference Book, Math Messages, Mental
Math and Reflexes, Study Links, Games
Math Journal, Math Boxes, Math Masters,
Unit Review (Unit Checking Progress), Class
Checklist, Teacher Observations