| A | B | C | D | E | F | G | H | I | J | K | L | ||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | a | RC | R/S | Grade 5 student expectation - Free math resources | Video | Video | Video | Video | Video | Video | Video | Video | |
2 | 5.2A | 1 | S | represent the value of the digit in decimals through the thousandths using expanded notation and numerals | Expanded Notation | ||||||||
3 | 5.2B | 1 | R | compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or = | Compare and Order Decimals | Ordering Lists | |||||||
4 | 5.2C | 1 | S | round decimals to tenths or hundredths | Rounding Decimals | Rounding Mystery Numbers | |||||||
5 | 5.3A | 2 | S | estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division | Estimation with Four Operations | ||||||||
6 | 5.3B | 2 | S | multiply with fluency a three-digit number by a two-digit number using the standard algorithm | Multiply 3-Digit by 2-Digit | ||||||||
7 | 5.3C | 2 | S | solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm | Division with 2-Digit Divisors | Division Word Problems | |||||||
8 | 5.3D | 2 | S | represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models | Decimal Multiplication with Area Models | Representing Decimal Multiplication | |||||||
9 | 5.3E | 2 | R | solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers | Multiplying Decimals | ||||||||
10 | 5.3F | 2 | S | represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models | Decimal Division with Models | Representing Decimal Division | |||||||
11 | 5.3G | 2 | R | solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm | Dividing Decimals | Understanding Decimal Division | |||||||
12 | 5.3H | 2 | S | represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations | Add and Subtract Fractions with Models | Representing Fraction Operations | |||||||
13 | 5.3I | 2 | S | represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models | Multiplying Whole Numbers and Fractions with Models | ||||||||
14 | 5.3J | 2 | S | represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models | Dividing Unit Fractions and Whole Numbers with Models | ||||||||
15 | 5.3K | 2 | R | add and subtract positive rational numbers fluently | Adding and Subtracting Decimals | Adding Fractions | Adding Mixed Numbers | Subtracting Fractions | Subtracting Mixed Numbers | Changing Mixed Numbers to Improper Fractions | Changing Improper Fractions to Mixed Numbers | Equivalent Fractions and Simplifying | |
16 | 5.3L | 2 | R | divide whole numbers by unit fractions and unit fractions by whole numbers | Dividing Whole Numbers and Unit Fractions | ||||||||
17 | 5.4A | 1 | S | identify prime and composite numbers | Identifying Prime and Composite Numbers | ||||||||
18 | 5.4B | 2 | R | represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity | Representing and Writing Equations for Multi-Step Problems | ||||||||
19 | 5.4C | 2 | R | generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph | Generating Additive Patterns | Generating Multiplicative Patterns | |||||||
20 | 5.4D | 2 | S | recognize the difference between additive and multiplicative numerical patterns given in a table or graph | Graphing Additive Patterns | Graphing Multiplicative Patterns | Recognizing Patterns in Tables | ||||||
21 | 5.4E | 1 | S | describe the meaning of parentheses and brackets in a numeric expression | Simplifying Expressions Order of Operations | Describing Parentheses | |||||||
22 | 5.4F | 1 | R | simplify numerical expressions that do not involve exponents, including up to two levels of grouping | Simplifying Expressions Order of Operations | Creating Number Sentences | |||||||
23 | 5.4G | use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh) | Equations for Volume | ||||||||||
24 | 5.4H | 3 | R | represent and solve problems related to perimeter and/or area and related to volume | Area and Perimeter | Solving for Volume | |||||||
25 | 5.5A | 3 | R | classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties | Classifying 2D Shapes | Classifying Triangles | |||||||
26 | 5.6A | 3 | S | recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible | Volume | ||||||||
27 | 5.6B | 3 | S | determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base | Volume | Layers and Volume | |||||||
28 | 5.7A | 3 | S | solve problems by calculating conversions within a measurement system, customary or metric | Unit Conversions | ||||||||
29 | 5.8A | 3 | S | describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin | Attributes of a Coordinate Grid | ||||||||
30 | 5.8B | 3 | S | describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane | Attributes of a Coordinate Grid | ||||||||
31 | 5.8C | 3 | R | graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table | Graphing on a Coordinate Plane | Graphing from a Table | Special Graphing Challenges | ||||||
32 | 5.9A | 4 | S | represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots | Dot Plots and Stem-and-Leaf Plots | ||||||||
33 | 5.9B | 4 | S | represent discrete paired data on a scatterplot | Scatterplots | ||||||||
34 | 5.9C | 4 | R | solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot | Solving Dot Plot Problems | Solving Stem-and-Leaf Plot Problems | Solving Scatterplot Problems | Solving Bar Graph Problems | |||||
35 | 5.10A | 4 | S | define income tax, payroll tax, sales tax, and property tax | Personal Financial Literacy - Taxes | ||||||||
36 | 5.10B | 4 | S | explain the difference between gross income and net income | Personal Financial Literacy - Income and Payments | ||||||||
37 | 5.10C | identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments | Personal Financial Literacy - Income and Payments | ||||||||||
38 | 5.10D | develop a system for keeping and using financial records | |||||||||||
39 | 5.10E | 4 | S | describe actions that might be taken to balance a budget when expenses exceed income | Personal Financial Literacy - Budget | ||||||||
40 | 5.10F | 4 | S | balance a simple budget | Personal Financial Literacy - Budget |