Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
Learning Targets
I can…
Resourcrss
Assessment
Number and Operations
Understand division of whole numbers
N.MR.05.01
N.MR.05.02
N.MR.05.03
Understand the meaning of division of whole
numbers with and without remainders; relate
division to fractions and to repeated subtraction.
understandcomprehension
relate-application
Relate division of whole numbers with remainders relate - application
to the form a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 * 6
+ 4 = 34; note remainder (4) is less than divisor
(5).
Write mathematical statements involving division
for given situations.
write - application
division, whole
numbers,
remainders,
fractions,
subtraction
division, whole
numbers,
remainders,
addition, divisor,
quotient, dividend
factor, product,
divisor, dividend,
quotient, equation
two digit by one digit multiplication
fact families
subtraction with regrouping
I can recall basic multiplication and division facts.
(4 x 3)
I can solve basic division problems with or without
remainders. (4 / 3 or 12 / 4)
I can convert a fraction to a division problem.
I understand the relationship between repeated
subtraction and division.
I can divide a four digit number by a two digit
number with or without a remainder.
MEAP
Delta Math
District Assessments
Teacher Assessments
I can recall basic multiplication and division facts.
(4 x 3)
I can solve basic division problems with or without
remainders. (4 / 3 or 12 / 4)
I understand the relationship between repeated
subtraction and division.
I can divide a four digit number by a two digit
number with or without a remainder.
MEAP
Delta Math
District Assessments
Teacher Assessments
E
two digit by one digit multiplication
fact families
addition with regrouping
repeated subtraction
variables
C
identify the situation as multiplication or division
factor x factor = product
dividend / divisor = quotient
I can identify if I have to multiply or divide.
I can identify the missing part of the equation.
I can correctly write a multiplication or division
problem.
MEAP
Delta Math
District Assessments
Teacher Assessments
two digit by one digit multiplication
fact families
addition and subtraction with regrouping
I can recall basic multiplication and division facts.
(4 x 3)
I can multiply a two digit number by a one digit
number.
I can explain how to multiply numbers using place
value.
MEAP
Delta Math
District Assessments
Teacher Assessments
Skills needed & Sequencing of Skills
Apply knowledge of math facts to find product or
quotient.
Explain thought process used to solve problems
I can choose the correct operation to solve the
math problem.
I can apply knowledge of math facts to solve the
problem.
I can explain the process I used to solve the
problem involving whole numbers.
MEAP
Delta Math
District Assessments
Teacher Assessments
knowledge of basic multiplication and division
facts
understand relationship between multiplication
and division
solve basic division problems with or without
remainders
divide two digit by one digit numbers
solve division problems involving decimals to the
hundredths place
I can fluently solve basic multiplication and division
facts.
I can solve basic division problems with or without
remainders.
I can divide a two digit by one digit number.
I can solve division problems involving decimals to
the hundredths place.
I can find quotients of whole numbers with up to
four-digit dividends and two-digit divisors.
MEAP
Delta Math
District Assessments
Teacher Assessments
C
Multiply and divide whole numbers
N.FL.05.04
N.FL.05.05
N.FL.05.06
Multiply a multi-digit number by a two-digit
number; recognize and be able to explain
common computational errors such as not
accounting for place value.
multiply application
recognize knowledge
explain comprehension
factor, place
value, error
Solve applied problems involving multiplication
and division of whole numbers.
solve - application
multiplication,
division, whole
numbers
Divide fluently up to a four-digit number by a two- divide - application
digit number.
E = Extended
C = Core
N = Not assessed @ State Level
C
subtraction,
multiplication,
division,
estimation,
remainders
dividend
divisor
quotient
C
E
O:\Elementary Curriculum\Working\Elem Math\5th Grade\5th Grade Math Learning Targets.FINAL. 5.3.11.xlsx
1
Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
Learning Targets
I can…
Resourcrss
Assessment
Find prime factorizations of whole numbers
N.MR.05.07
Find the prime factorization of numbers from 2
through 50, express in exponential notation, e.g.,
24 = 2³ x 3', and understand that every whole
number greater than 1 is either prime or can be
expressed as a product of primes.
find - knowledge
express comprehension
understand comprehension
factors, prime
numbers,
exponential
notation, whole
number, product,
exponents
understand the difference of prime numbers
versus composite numbers
break down number to its prime factors
I can find prime number to 50.
I can comprehend what a prime number vs. a
composite number is.
I can break down a number to prime factors.
I can express the whole number in an equation as a
product of prime numbers with exponents.
MEAP
Delta Math
District Assessments
Teacher Assessments
recognize place value of digits in ones, tenths,
hundredths place
understand base ten values (E.G. 1 whole = 10
tenths)
understand that digits shifting to the right
represent 1/10 the value of that digit and digits
shifting to the left represent 10 x's as much as
that digit
explain patterns in the placement of the decimal
point and the number of 0's when multiplying by
powers of 10
I can identify the place value of numbers to the
hundredths place.
I understand the value of whole numbers, tenths,
and hundredth in relation to each other.
I understand and can explain that the placement of
the decimal point effects the value of a number.
MEAP
Delta Math
District Assessments
Teacher Assessments
identify place value of digits to hundredths
understand that a percentage is out of 100 or 1
whole
be able to express a percentage as a fraction out
of 100 or right as a decimal out of 1 whole
I can identify place value of digits to hundredths.
I can understand that a percentage is out of 100 or
1 whole.
I can express a percentage as a fraction out of 100
or as a decimal out of one whole.
I can relate fractions to decimals to percents.
MEAP
Delta Math
District Assessments
Teacher Assessments
C
Understand meaning of decimal fractions and
percentages
N.ME.05.08
Understand the relative magnitude of ones,
understand tenths, and hundredths and the relationship of
comprehension
each place value to the place to its right, e.g., one
is 10 tenths, one tenth is 10 hundredths.
place value, shift
patterns
E
N.ME.05.09
Understand percentages as parts out of 100, use understand % notation, and express a part of a whole as a
comprehension
percentage.
express -
percents,
fractions
E
comprehension
Understand fractions as division statements;
find equivalent fractions
N.ME.05.10
N.ME.05.11
Understand a fraction as a statement of division,
e.g., 2 ÷ 3 = 2/3, using simple fractions and
pictures to represent.
understand comprehension
Given two fractions, e.g., 1/2 and 1/4, express
express them as fractions with a common denominator,
comprehension
but not necessarily a least common denominator,
e.g., 1/2 = 4/8 and 3/4 = 6/8; use denominators
less than 12 or factors of 100.
E = Extended
C = Core
N = Not assessed @ State Level
fractions, parts,
wholes, division
E
fractions,
numerators,
denominators,
multiplication,
equivalent
fractions
E
Understand that fractions are parts of a whole.
Understand that a fraction is broken into parts
and a total.
Know when the divisor is bigger than the
dividend, the divisor becomes your denominator.
Understand that a fraction represents a part of a
whole.
Understand value of numerator vs. denominator.
Find common multiples of two given numbers to
100.
Use process of multiplication to convert
denominators into common denominators.
MEAP
Delta Math
District Assessments
Teacher Assessments
I know that a fraction is part of a whole number or
equal to one.
I understand the value of the numerator is part of
the denominators.
I can find common multiples of numbers to 100.
I can multiply to convert denominators to common
denominators.
I know that the numerator must be multiplied by the
same number the denominator was when making
the denominators common.
MEAP
Delta Math
District Assessments
Teacher Assessments
O:\Elementary Curriculum\Working\Elem Math\5th Grade\5th Grade Math Learning Targets.FINAL. 5.3.11.xlsx
2
Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
Learning Targets
I can…
Resourcrss
Assessment
Multiply and divide fractions
N.ME.05.12
N.MR.05.13
Find the product of two unit fractions with small
denominators using an area model.
Divide a fraction by a whole number and a whole
number by a fraction, using simple unit fractions.
find - knowledge
divide - application
unit fraction,
product,
denominators,
area model,
multiplication
fraction, division,
unit fraction,
whole number
E
E
Understanding of units fractions.
Know how to draw area models.
Understand that denominators represent the
length and width.
Know that numerators get multiplied together.
I can identify unit fractions.
I can draw an area model for multiplication.
I can make an area model using the denominators
of my fractions for length and width.
I can multiply numerators together to determine
what ??? I cut off.
Fluency in division and multiplication of whole
numbers.
Use relationship between multiplication and
division to solve problem.
MEAP
Delta Math
District Assessments
Teacher Assessments
MEAP
Delta Math
District Assessments
Teacher Assessments
Add and subtract fractions using common
denominators
N.FL.05.14
Add and subtract fractions with unlike
denominators through 12 and/or 100, using the
common denominator that is the product of the
denominators of the 2 fractions, e.g., 3/8 + 7/10;
use 80 as the common denominator.
add comprehension
subtract comprehension
multiply application
addition,
subtraction,
denominators,
common
denominators,
products,
fractions
C
understand that when adding fractions only
numerators are added
-add and subtract fractions with like
denominators
-understand process of find common
denominator by multiplying denominators
together
-understand that the numerator in each fraction
must also be converted by multiplying it with the
same number used to convert the denominator
I can add and subtract fractions with like
denominators.
I know that only the numerators are added or
subtracted.
I know that denominators must be common before I
can add or subtract fractions.
I can add or subtract fractions.
I can make denominators common by multiplying
them together.
I know that the numerator must be multiplied by the
same number the denominator was when making
the ??? It cut off.
MEAP
Delta Math
District Assessments
Teacher Assessments
Multiply and divide by powers of ten
N.MR.05.15
N.FL.05.16
N.MR.05.17
Multiply a whole number by powers of 10: 0.01,
0.1, 1, 10, 100, 1,000; and identify patterns.
Divide numbers by 10's, 100's, 1,000's using
mental strategies.
multiply whole numbers,
application
powers of ten,
identify - knowledge shift patterns,
decimals, place
value
divide - application
Multiply one-digit and two-digit whole numbers by multiply decimals up to two decimal places.
application
E = Extended
C = Core
N = Not assessed @ State Level
division,
estimation
multiplication,
addition,
decimals
E
Understand place value shift patterns in decimals I can identify place value to thousandths and
and whole numbers
thousands.
I can explain how the value of a number changes
when I shift the decimal to the right or left.
MEAP
Delta Math
District Assessments
Teacher Assessments
Multiply one digit and two digit numbers
I can multiply one and two digit numbers with
Identify where to place the decimal in the product decimals.
I know where to place the decimal in my product.
I can explain why the decimal point is where it is at
in the product.
MEAP
Delta Math
District Assessments
Teacher Assessments
C
E
O:\Elementary Curriculum\Working\Elem Math\5th Grade\5th Grade Math Learning Targets.FINAL. 5.3.11.xlsx
3
Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
Learning Targets
I can…
Resourcrss
Assessment
Solve applied problems with fractions
N.FL.05.18
N.MR.05.19
N.FL.05.20
Use mathematical statements to represent an
applied situation involving addition and
subtraction of fractions.
Solve contextual problems that involve finding
sums and differences of fractions with unlike
denominators using knowledge of equivalent
fractions.
Solve applied problems involving fractions and
decimals; include rounding of answers and
checking reasonableness.
use - application
solve - application
equation,
fractions,
addition,
subtraction,
common
denominators,
equivalent
fractions
addition,
subtraction,
denominators,
common
denominators,
products,
equivalent
fractions
C
solve - application fractions,
include - knowledge decimals,
rounding, place
value,
Solve for the unknown in equations such as 1/4 + solve - application
x = 7/12.
E = Extended
C = Core
N = Not assessed @ State Level
addition,
subtraction,
denominators,
common
denominators,
products,
equivalent
fractions
I can recognize whether a situation is addition or
subtraction.
I can correctly write an equation to match a given
situation using fractions.
MEAP
Delta Math
District Assessments
Teacher Assessments
Recognize what operation is needed to solve a
problem
Can write an equation using numbers given and
insert variable as needed
Can find a common denominator for two
fractions.
Create equivalent fractions using a common
denominator.
I can recognize whether a situation is addition or
subtraction.
I can correctly write an equation to match a given
situation using fractions.
I can rewrite an equation using common
denominators.
I can add or subtract with fractions.
MEAP
Delta Math
District Assessments
Teacher Assessments
Recognize what operation is needed to solve a
problem
Can write an equation using numbers given and
insert variable as needed
Can find a common denominator for two
fractions.
Create equivalent fractions using a common
denominator.
Knows to line up decimal places when adding or
subtracting.
Rounds decimals to nearest tenth and
hundredth.
I can recognize whether a situation is addition or
subtraction.
I can correctly write an equation to match a given
situation using fractions.
I can rewrite an equation using common
denominators.
I can add or subtract with fractions.
I can line up decimals when I add or subtract.
I can round decimals to the nearest whole, tenth or
hundredth.
MEAP
Delta Math
District Assessments
Teacher Assessments
Understands that variable takes the place of a
number.
Recognizes what operation when solving for
missing variable.
Find common denominators as appropriate.
I know what a variable is.
I can state what operation to use when solving for a
missing variable.
I can find common denominators when appropriate.
I can solve an equation with a variable that involves
fractions.
MEAP
Delta Math
District Assessments
Teacher Assessments
C
C
N.MR.05.21
Recognize what operation is needed to solve a
problem
Can write an equation using numbers given and
insert variable as needed
E
O:\Elementary Curriculum\Working\Elem Math\5th Grade\5th Grade Math Learning Targets.FINAL. 5.3.11.xlsx
4
Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
Learning Targets
I can…
Resourcrss
Assessment
Express, interpret, and use ratios; find
equivalences
N.MR.05.22
N.ME.05.23
Express fractions and decimals as percentages
and vice versa.
Express ratios in several ways given applied
situations, e.g., 3 cups to 5 people, 3 : 5, 3/5;
recognize and find equivalent ratios.
express comprehension
express comprehension
recognize knowledge
find - knowledge
fractions,
decimals,
percents,
converting
between all three
E
Explain how fractions and decimals represents
parts of wholes.
Explain the relationship between decimals and
fractions and how the can represent the same
amount.
Recognize how percentages relate to fractions
and decimals as parts of a whole.
I can write a decimal as a fraction.
I can explain how fractions, decimals, and percents
all represent parts in a whole.
I can convert a decimal to a fraction to a percent.
ratios, equivalent
fractions,
MEAP
Delta Math
District Assessments
Teacher Assessments
MEAP
Delta Math
District Assessments
Teacher Assessments
E
Measurement
Know, and convert among, measurement units
within a given system
M.UN.05.01
Recognize the equivalence of 1 liter, 1,000 ml and recognize 1,000 cm³ and include conversions among liters, knowledge
milliliters, and cubic centimeters.
include -
comprehension
M.UN.05.02
Know the units of measure of volume: cubic
know - knowledge
centimeter, cubic meter, cubic inches, cubic feet,
cubic yards, and use their abbreviations (cm³, m³,
in³, ft³, yd³).
equivalence,
volume, capacity,
metric system,
place value
E
volume,
exponents
E
M.UN.05.03
M.UN.05.04
Compare the relative sizes of one cubic inch to
one cubic foot, and one cubic centimeter to one
cubic meter.
Convert measurements of length, weight, area,
volume, and time within a given system using
easily manipulated numbers.
compare - analysis volume, feet,
meters, inches
centimeter
convert comprehension
E
area, volume,
multiplication,
measurement,
C
E = Extended
C = Core
N = Not assessed @ State Level
base ten place value to the thousandth and
thousands place
understanding of metric prefixes (centi, kilo, milli,
etc…)
know that equivalence means "equal to"
I can recognize place value to the thousandths and
thousands place.
I know the meaning and value of the metric
prefixes.
I know that equivalence means equal to.
MEAP
Delta Math
District Assessments
Teacher Assessments
Understand the difference between area and
volume
Convert between inches, feet, and yards
Convert between centimeter and meter
Understand what exponents are, how they are
used, and what they mean
I can state how many inches are in a foot, and how
many feet in a yard.
I can state how many centimeters are in a meter.
I know what an exponent is.
I know the value of an exponent.
MEAP
Delta Math
District Assessments
Teacher Assessments
Convert between inches and feet
Convert between centimeters and meters
Formula for volume is length times width times
height or the area of the base times the height
I can convert between inches and feet, centimeters
and meters.
I can state the formula for area.
I can state the formula for volume.
MEAP
Delta Math
District Assessments
Teacher Assessments
Using the standard and metric system, students
can convert within the given unit of measurement
16 ounces in a pound
4 quarts in a gallon
12 inches in a foot
1000 grams in a kilogram
Understand that as the unit of measurement gets
smaller, the number of units gets larger
I know how many ounces are in pound.
I know how many quarts are in gallon, pints in a
quart, cups in pints, etc.
I understand that when I am measuring with smaller
units, I will have more of them.
MEAP
Delta Math
District Assessments
Teacher Assessments
O:\Elementary Curriculum\Working\Elem Math\5th Grade\5th Grade Math Learning Targets.FINAL. 5.3.11.xlsx
5
Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
Learning Targets
I can…
Resourcrss
Assessment
Find areas of geometric shapes using formulas
M.PS.05.05
Represent relationships between areas of
rectangles, triangles, and parallelograms using
models.
represent comprehension
area, rectangles,
parallelograms,
triangles, models
two triangles make a rectangle or parallelogram
demonstrate knowledge using a picture
I can demonstrate how to divide a rectangle into
two triangles.
I can demonstrate how to divide a parallelogram
into two triangles.
MEAP
Delta Math
District Assessments
Teacher Assessments
area of triangle = base times height divided by
two
create proof picture showing why the area of a
triangle is divided by two and an
rectangle/parallelogram is not
I can state the formula for the area of a triangle.
I can apply the formula for area of a triangle to a
given situation.
I can demonstrate my knowledge using a proof
picture.
MEAP
Delta Math
District Assessments
Teacher Assessments
area of parallelogram= base times height
create proof picture showing why the area is
found using the formula
I can state the formula for the area of a
parallelogram.
I can apply the formula for area of parallelogram to
a given situation.
I can demonstrate my knowledge using a proof
picture.
MEAP
Delta Math
District Assessments
Teacher Assessments
build three-dimensional solids using cubes
calculate volume
I can build a model using models (prisms).
I can calculate the volume of the model that I built.
MEAP
Delta Math
District Assessments
Teacher Assessments
C
Find areas of geometric shapes using formulas
M.TE.05.06
M.TE.05.07
Understand and know how to use the area
formula of a triangle: A = ½bh (where b is length
of the base and h is the height), and represent
using models and manipulatives.
understand comprehension
know - knowledge
represent comprehension
area, triangles,
fraction 1/2 =
divide by two,
formula
Understand and know how to use the area
understand formula for a parallelogram: A = bh, and represent comprehension
using models and manipulatives.
know - knowledge
formula, area,
parallelograms,
length, width,
multiplication
represent comprehension
C
C
Understand the concept of volume
M.TE.05.08
M.TE.05.09
M.PS.05.10
Build solids with unit cubes and state their
volumes.
build - synthesis
Use filling (unit cubes or liquid), and counting or
measuring to find the volume of a cube and
rectangular prism.
use - application
Solve applied problems about the volumes of
rectangular prisms using multiplication and
division and using the appropriate units.
solve - application
volume,
multiplication,
3-D shapes
volume,
multiplication,
3-D shapes,
cube, prism
N
N
volume, prisms,
multiplication,
division
E
E = Extended
C = Core
N = Not assessed @ State Level
MEAP
Delta Math
District Assessments
Teacher Assessments
know the various volume formulas
solve for missing variable
identify correct unit used
can label answer using appropriate
measurement unit
I can state the formula for volume of rectangular
prism.
I can identify what variable is missing in a situation.
I can solve for the missing variable using
multiplication or division.
I can label my answer with the appropriate unit of
measurement.
MEAP
Delta Math
District Assessments
Teacher Assessments
O:\Elementary Curriculum\Working\Elem Math\5th Grade\5th Grade Math Learning Targets.FINAL. 5.3.11.xlsx
6
Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
E
Understand that from a point of origin, as you
rotate around 360°, each place you stop creates
an angle.
Know that 1/4 turn equals 90° (right angle), 1/2
turn equals 180° (straight angle), 3/4 turn equals
270° (reflex angle), and a full turn is 360°.
Learning Targets
I can…
Resourcrss
Assessment
Geometry
Know the meaning of angles, and solve
problems
G.TR.05.01
G.GS.05.02
Associate an angle with a certain amount of
turning; know that angles are measured in
degrees; understand that 90°,180°, 270°, and
360° are associated respectively, with ¼, ½, and ,
¾ and full turns.
Measure angles with a protractor and classify
them as acute, right, obtuse, or straight.
associate comprehension
know - knowledge
understand comprehension
rotation, degrees,
angles,
protractors,
fractional turns
measure protractor, types
comprehension
of angles,
classify - application degrees,
I know that an angle is made with two line
segments or rays.
I know where I begin is the point of origin or 0°.
I can rotate/turn clockwise or counterclockwise to
create angles.
I understand that 1/4 turn equals 90° (right angle).
I understand that 1/2 turn equals 180° (straight
angle).
I understand that 3/4 turn equals 270° (reflex
angle).
I understand that rotation from any point back that
of origin)
360°/full
turn.
Understand that an angle is made up of two rays Isame
knowpoint
what(point
degrees
make equals
an obtuse,
acute,
right,
that meet at their beginning points.
and straight angle.
Know that an acute angle is less than 90° and an I can use a protractor to measure the size of an
obtuse angle is 91° to 179°, and a strait angle is angle.
180°
MEAP
Delta Math
District Assessments
Teacher Assessments
E
Know that two crossed lines are intersecting
lines. Know that vertical angles are opposite
angles created by two crossed lines.
Be able to name the three given points on an
angle created on a straight line.
Identify the difference between an angle on a
straight line and vertical angles.
I can name an angle on a straight line using three
given points.
I can name the two vertical angles on intersecting
lines.
I can identify the difference between a n angle on a
straight line and vertical angles.
MEAP
Delta Math
District Assessments
Teacher Assessments
I know that a straight line equals 180°.
I know that a full turn around a circle equals 360°.
I know that vertical angles are opposite angles
created by two crossed lines.
I can find the missing angle size in an equation
involving straight lines, angles surrounding a point,
or vertical angles.
MEAP
Delta Math
District Assessments
Teacher Assessments
C
Know that a straight lines equals 180°.
Know that a turn around a circle equals 360°.
Know that vertical angles are opposite angles
created by two crossed lines.
Given a problem involving a straight line, vertical
angles, or angles surrounding a point, know that
the sum of the given angles must be equal to
180 or 360.
A straight line equals a half circle.
Angles found on a straight line must be equal or
less than 180°.
A full turn around a circle equals 360.
Any angles surrounding a point, know that the
sum of the given angles must be equal to 180 or
360.
I know that a straight lines makes half a circle.
I know that an angle found on a straight line can't
equal more than 180°.
I know that a full turn around a circle equals 360°.
I know that any angles surrounding a point must
equal 360° or less.
I can add or subtract 3-digit numbers.
MEAP
Delta Math
District Assessments
Teacher Assessments
C
MEAP
Delta Math
District Assessments
Teacher Assessments
Know the meaning of angles, and solve
problems
G.GS.05.03
G.GS.05.04
G.GS.05.05
Identify and name angles on a straight line and
vertical angles.
Find unknown angles in problems involving
angles on a straight line, angles surrounding a
point, and vertical angles.
identify - knowledge types of angles,
name - knowledge straight line=180,
vertical angles
find - knowledge
Know that angles on a straight line add up to 180° know - knowledge
and angles surrounding a point add up to 360°;
justify - evaluation
justify informally by "surrounding" a point with
angles.
E = Extended
C = Core
N = Not assessed @ State Level
types of angles,
straight line=180,
vertical angles,
angles in a circle
(360)
types of angles,
straight line=180,
vertical angles,
angles in a circle
(360)
C
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Math - 5th Grade
Vocab/Bloom's
Taxonomy Level
G.GS.05.06
Understand why the sum of the interior angles of
a triangle is 180° and the sum of the interior
angles of a quadrilateral is 360°, and use these
properties to solve problems.
understand comprehension
use - application
Content
Vocabulary
*Assess
Skills needed & Sequencing of Skills
C
Ability to add 3 multi-digit numbers.
Identify 3 interior angles in a triangle.
Know and demonstrate that the interior angles of
a triangle will total 180° or equal a straight
line/angle when put together.
Identify the 4 interior angles or a quadrilateral.
Know and demonstrate that the interior angles of
a quadrilateral will total 360°.
sum, interior
angles, triangles,
quadrilaterals,
Learning Targets
I can…
I can add 3 multi-digit numbers.
I can identify the 3 interior angles in a triangle.
I know and can demonstrate that the interior angles
in a triangle equal 180°.
I can identify the 4 interior angles in a quadrilateral.
I know and can demonstrate that the interior angles
in a quadrilateral equals 360°
Resourcrss
Assessment
MEAP
Delta Math
District Assessments
Teacher Assessments
Solve problems about geometric shapes
G.GS.05.07
Find unknown angles and sides using the
properties of: triangles, including right, isosceles,
and equilateral triangles; parallelograms,
including rectangles and rhombuses; and
trapezoids.
find - knowledge
angles,
measurement,
types of
polygons,
addition,
subtraction
C
Properties of triangles: right, isosceles,
I can find unknown angle sizes by applying what I
equilateral, and scalene.
know about the properties of various types of
Properties of quadrilaterals: parallelograms,
triangles and quadrilaterals.
rectangles, rhombuses, and trapezoids.
Apply knowledge of properties of listed shapes to
find unknown angle and/or sides.
MEAP
Delta Math
District Assessments
Teacher Assessments
x and y axis
coordinate points
positive quadrant only
I can identify the x and y axis.
I can plot positive coordinate points.
I can interpret what the line represents.
MEAP
Delta Math
District Assessments
Teacher Assessments
x and y axis
label axis, scale and title
find missing values in rate tables
identify the rule of rate table
I can draw an x and y axis.
I can label the axis and title the graph.
I can find the missing variables.
I can identify the rule of the table.
I can plot the coordinate points from the rate table.
MEAP
Delta Math
District Assessments
Teacher Assessments
addition
division
put numbers in order from least to greatest
subtraction (greatest minus least to find range)
I can put numbers in order from least to greatest.
I can add numbers together, and divide by how
many numbers there are to find mean.
I can identify what number appears more often than
other numbers.
MEAP
Delta Math
District Assessments
Teacher Assessments
addition
division
put numbers in order from least to greatest
I can add a series of numbers together.
I can divide by how many numbers were added
together.
I can remove or add a number to/from the series
and recalculate the mean.
MEAP
Delta Math
District Assessments
Teacher Assessments
Data and Probability
Construct and interpret line graphs
D.RE.05.01
D.RE.05.02
Read and interpret line graphs, and solve
problems based on line graphs, e.g., distancetime graphs, and problems with two or three line
graphs on same axes, comparing different data.
read - knowledge
interpret evaluation
Construct line graphs from tables of data; include construct axis labels and scale.
comprehension
line graphs, axis,
data
E
line graphs, axis,
data, scale,
include comprehension
E
Find and interpret mean and mode for a given
set of data
D.AN.05.03
D.AN.05.04
Given a set of data, find and interpret the mean
(using the concept of fair share) and mode.
Solve multi-step problems involving means.
E = Extended
C = Core
N = Not assessed @ State Level
find - knowledge
interpret evaluation
solve - application
data, mean,
mode, average,
addition,
subtraction,
division, ordering
of numbers
addition,
subtraction,
division,
mean/average
C
E
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