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Guardian Angels School |
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Guardian Angels Math k-8 Curriculum |
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Mathematics - Grade 5 |
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Properties: Recognize/Compute
The learner will be able to
recognize the commutative, associative, and distributive properties and apply them to compute with whole numbers.
| Strand |
Scope |
Source |
| Properties |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Variable: Illustrate/Letter/Symbol
The learner will be able to
illustrate the concept of a variable as an unknown quantity using a letter or a symbol.
| Strand |
Scope |
Source |
| Variable |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Computation: Choose/Strategies
The learner will be able to
choose suitable strategies and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil based upon the context and nature of the computation and apply the chosen strategy or tool.
| Strand |
Scope |
Source |
| Computation |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Computation: Create/Apply
The learner will be able to
create and apply methods to estimate the results of whole number computations and to judge the reasonableness of results.
| Strand |
Scope |
Source |
| Computation |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Inequalities: Concept
The learner will be able to
understand the concepts of inequalities.
| Strand |
Scope |
Source |
| Inequalities |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Operations: Comprehend/Properties
The learner will be able to
comprehend the properties of operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Operations: Relationships
The learner will be able to
comprehend the relationships among operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Operations: Apply/Properties
The learner will be able to
apply the properties of operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Operations: Identify/Problem Solve
The learner will be able to
obtain solutions to problems by identifying the relationships between operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Operations: Apply/Problem Solve
The learner will be able to
obtain solutions to problems by applying the relationships between operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Variables: Explore/Change
The learner will be able to
explore how a change in one variable relates to a change in another variable.
| Strand |
Scope |
Source |
| Variable |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Computation: Fluency
The learner will be able to
compute fluently.
| Strand |
Scope |
Source |
| Computation |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Multiply Decimal and Whole Numbers
The learner will be able to
multiply a decimal number by a one-digit whole number (regrouping when necessary).
| Strand |
Scope |
Source |
| Multiply Decimals |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Multiply 2 Decimal Numbers
The learner will be able to
multiply 2 decimal numbers.
| Strand |
Scope |
Source |
| Multiply Decimals |
Introduce |
Foundations of Learning, January 1999, Grade 5 |
|
Decimals: Represent
The learner will be able to
represent decimals.
| Strand |
Scope |
Source |
| Decimals |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Divide Decimal by Whole Number
The learner will be able to
divide a decimal number by a whole number.
| Strand |
Scope |
Source |
| Divide Decimals |
Introduce |
Foundations of Learning, January 1999, Grade 5 |
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Adding: Mixed Fractions
The learner will be able to
add mixed fractions.
| Strand |
Scope |
Source |
| Add Fractions |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Subtracting Mixed Fractions
The learner will be able to
subtract two mixed fractions.
| Strand |
Scope |
Source |
| Subtract Fractions |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Multiply 2 Fractions
The learner will be able to
multiply 2 fractions.
| Strand |
Scope |
Source |
| Multiply Fractions |
Introduce |
Foundations of Learning, January 1999, Grade 5 |
|
Divide 2 Fractions
The learner will be able to
divide two fractions.
| Strand |
Scope |
Source |
| Divide Fractions |
Introduce |
Foundations of Learning, January 1999, Grade 5 |
|
Fraction Parts: Comprehend/Whole
The learner will be able to
develop a comprehension of fractions as parts of unit wholes.
| Strand |
Scope |
Source |
| Fraction Parts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Fraction Parts: Comprehend/Collection
The learner will be able to
develop a comprehension of fractions as parts of a collection.
| Strand |
Scope |
Source |
| Fraction Parts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Fractions: Comprehend/Number Lines
The learner will be able to
develop a comprehension of fractions as locations on number lines.
| Strand |
Scope |
Source |
| Fractions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Fractions: Division/Whole Numbers
The learner will be able to
develop a comprehension of fractions as divisions of whole numbers.
| Strand |
Scope |
Source |
| Fractions |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Functions: Understand
The learner will be able to
understand functions.
| Strand |
Scope |
Source |
| Functions |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
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Figures: Recognize/Build
The learner will be able to
recognize and make a three-dimensional object from two-dimensional representations of that object.
| Strand |
Scope |
Source |
| Figures: Identify |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Figures: Recognize/Build
The learner will be able to
recognize and make a two-dimensional representation of a three-dimensional object.
| Strand |
Scope |
Source |
| Figures: Identify |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Symmetry: Recognize/Explain
The learner will be able to
recognize and explain line and rotational symmetry in two- and three-dimensional figures and designs.
| Strand |
Scope |
Source |
| Symmetry |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Spatial Relationships: Location
The learner will be able to
specify locations and explain spatial relationships by applying coordinate geometry and various other representational systems.
| Strand |
Scope |
Source |
| Spatial Relationships |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Geometric Relationships: Identify
The learner will be able to
identify geometric concepts and relationships and use them in other disciplines and in problems in the classroom or in real life.
| Strand |
Scope |
Source |
| Geometric Relationships |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Attributes: Explain/Classification
The learner will be able to
describe which attributes of a figure are being considered when the figure is used for classification.
| Strand |
Scope |
Source |
| Figures: Attributes |
Develop |
Foundations of Learning, January 1999, Grade 5 |
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Characteristics: Study/3-D
The learner will be able to
study the characteristics of three-dimensional solids.
| Strand |
Scope |
Source |
| Figures: Attributes |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Characteristics: Study/2-D
The learner will be able to
study the characteristics of two-dimensional shapes.
| Strand |
Scope |
Source |
| Figures: Attributes |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Characteristics: Compare/2D/3D
The learner will be able to
compare characteristics of two- and three-dimensional figures.
| Strand |
Scope |
Source |
| Figures: Attributes |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Figures: Draw/Objects
The learner will be able to
draw geometric objects.
| Strand |
Scope |
Source |
| Figures: Construct |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Figures: Build
The learner will be able to
build geometric objects.
| Strand |
Scope |
Source |
| Figures: Construct |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Figures: Describe/Characteristics 2-D
The learner will be able to
develop the terminology to describe the characteristics of two-dimensional shapes.
| Strand |
Scope |
Source |
| Figures: Describe |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
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Vocabulary: Compose/Definitions
The learner will be able to
compose definitions for classes of geometric figures.
| Strand |
Scope |
Source |
| Figures: Vocabulary |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Congruency/Symmetry: Exploring
The learner will be able to
explore concepts of symmetry and congruency.
| Strand |
Scope |
Source |
| Congruence/Similarity/Symmetry |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Transformation: Explain
The learner will be able to
explain the motion or series of motions that are necessary to match two congruent shapes.
| Strand |
Scope |
Source |
| Transformations |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Transformations: Explain/2-D
The learner will be able to
explain the effects of slides, flips, and turns of two-dimensional figures.
| Strand |
Scope |
Source |
| Transformations |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Transformations: Predict/2-D
The learner will be able to
predict the effects of slides, flips, and turns of two-dimensional figures.
| Strand |
Scope |
Source |
| Transformations |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Transformations: Apply
The learner will be able to
apply transformations to study mathematical situations.
| Strand |
Scope |
Source |
| Transformations |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Reasoning: Spatial
The learner will be able to
use spatial reasoning to solve problems.
| Strand |
Scope |
Source |
| Reasoning |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Similarity: Describe
The learner will be able to
describe similar figures as not differing in shape but only in size or proportion.
| Strand |
Scope |
Source |
| Similarity |
Develop |
Foundations of Learning, January 1999, Grade 5 |
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Positions: Location/Movement
The learner will be able to
use everyday language to explain location and movement.
| Strand |
Scope |
Source |
| Positions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Positions: Location/Movement
The learner will be able to
use geometric vocabulary to explain location and movement.
| Strand |
Scope |
Source |
| Positions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Congruency
The learner will be able to
identify specific shapes as congruent.
| Strand |
Scope |
Source |
| Congruence |
Introduce |
Foundations of Learning, January 1999, Grade 5 |
|
Problem Solving: Geometric Models
The learner will be able to
obtain solutions to problem situations with geometric models.
| Strand |
Scope |
Source |
| Problem Solving |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Spatial Thinking: Problem Solving
The learner will be able to
obtain solutions to problems using spatial visualization.
| Strand |
Scope |
Source |
| Spatial Thinking |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Integers: Investigate/Negative Numbers
The learner will be able to
investigate negative numbers by extending the number line and through common applications.
| Strand |
Scope |
Source |
| Integers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Math Concepts: Study/Evaluate
The learner will be able to
study and evaluate the mathematical thought processes and strategies of others.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Communication Standard |
|
Mathematical Concepts: Comprehend
The learner will be able to
comprehend how mathematical concepts interconnect and build on one another to create a coherent whole.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Connections Standard |
|
Math Concepts: Organize/Thought
The learner will be able to
integrate their mathematical thought processes through communication.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Communication Standard |
|
Mathematical Concepts: Express
The learner will be able to
express mathematical thought processes in an understandable and precise way to peers, teachers, and others.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Communication Standard |
|
Math as Reasoning: Create/Evaluate
The learner will be able to
create and evaluate mathematical arguments.
| Strand |
Scope |
Source |
| Reasoning |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Reasoning and Proof Standard |
|
Learning: Create/Knowledge
The learner will be able to
create new mathematical knowledge through the problem solving process.
| Strand |
Scope |
Source |
| Learning Mathematics |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Problem Solving Standard |
|
Models: Apply/Illustrate/Interpret
The learner will be able to
apply representations to illustrate and interpret physical, social and mathematical scenarios.
| Strand |
Scope |
Source |
| Mathematical Modeling |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Representation Standard |
|
Modeling: Apply/Variety
The learner will be able to
apply a variety of mathematical representations for organizing, recording, and explaining mathematical concepts.
| Strand |
Scope |
Source |
| Mathematical Modeling |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Representation Standard |
|
Modeling: Make
The learner will be able to
make mathematical representations for organizing, recording, and explaining mathematical concepts.
| Strand |
Scope |
Source |
| Mathematical Modeling |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Representation Standard |
|
Mathematical Concepts: Identify
The learner will be able to
identify mathematics in contexts outside of mathematics.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Connections Standard |
|
Math Concepts: Organize/Thought
The learner will be able to
organize their mathematical thought processes through communication.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Communication Standard |
|
Mathematical Concepts: Use
The learner will be able to
use mathematics in contexts outside of mathematics.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Connections Standard |
|
Relationships: State/Equations
The learner will be able to
state mathematical relationships by applying equations.
| Strand |
Scope |
Source |
| Relationships |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Reasoning: Choose/Strategies
The learner will be able to
choose various types of reasoning strategies.
| Strand |
Scope |
Source |
| Reasoning |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Reasoning and Proof Standard |
|
Reasoning: Use/Strategies
The learner will be able to
use many different reasoning strategies.
| Strand |
Scope |
Source |
| Reasoning |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Reasoning and Proof Standard |
|
Communicate: State/Ideas/Mathematical
The learner will be able to
state mathematical ideas clearly using mathematical language.
| Strand |
Scope |
Source |
| Communication |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Communication Standard |
|
Mathematical Connections: Identify
The learner will be able to
identify connections among mathematical concepts.
| Strand |
Scope |
Source |
| Connections |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Connections Standard |
|
Mathematical Connections: Apply
The learner will be able to
apply connections among mathematical concepts.
| Strand |
Scope |
Source |
| Connections |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Connections Standard |
|
Measurement Processes: Comprehend
The learner will be able to
comprehend the measurable characteristics of objects and the units, systems, and processes of measurement.
| Strand |
Scope |
Source |
| Measurement Processes |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Units: Choose/Use/Tools
The learner will be able to
choose and use suitable standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Units: Understand/Choose
The learner will be able to
understand characteristics of length, area, weight, volume, and size of angles and choose the suitable unit for measuring each characteristic.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Perimeter: Compare
The learner will be able to
understand and compare the perimeters of rectangular figures.
| Strand |
Scope |
Source |
| Perimeter |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Formulas: Create/Understand/Apply
The learner will be able to
create, understand, and apply formulas to determine the area of rectangles and related triangles and parallelograms.
| Strand |
Scope |
Source |
| Formulas |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Measurement Processes: Use
The learner will be able to
use various methods to determine measurements.
| Strand |
Scope |
Source |
| Measurement Processes |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Units: Familiarity/Customary
The learner will be able to
gain familiarity with standard units of measure in the customary system.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Units: Familiarity/Metric
The learner will be able to
gain familiarity with standard units of measure in the metric system.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Units: Comprehend/Accuracy
The learner will be able to
comprehend how differences in units affect the accuracy of measurement.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Units: Need/Standard
The learner will be able to
understand the necessity of standard units of measure.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Length: Standard Ruler
The learner will be able to
measure an object using a standard ruler.
| Strand |
Scope |
Source |
| Length |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Time: Elapsed
The learner will be able to
calculate the amount of time which has elapsed between two given times.
| Strand |
Scope |
Source |
| Time |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Surface Area: Create/Strategies
The learner will be able to
create strategies to find the surface areas of rectangular solids.
| Strand |
Scope |
Source |
| Surface Area |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Mass: Measure
The learner will be able to
use appropriate tools to measure mass.
| Strand |
Scope |
Source |
| Mass |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Capacity
The learner will be able to
understand large capacity.
| Strand |
Scope |
Source |
| Capacity |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Area of a Rectangle: Calculate
The learner will be able to
calculate the area of a rectangle given its measurements.
| Strand |
Scope |
Source |
| Area of a Rectangle |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Estimation: Choose/Benchmarks
The learner will be able to
choose benchmarks to approximate measurements.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Estimation: Apply/Benchmarks
The learner will be able to
apply benchmarks to approximate measurements.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Accuracy: Comprehend/Approximate
The learner will be able to
comprehend that measurement is approximate.
| Strand |
Scope |
Source |
| Accuracy |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Formulas: Use/Determine Measures
The learner will be able to
use various formulas to determine measurements.
| Strand |
Scope |
Source |
| Formulas |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Measurement Standard |
|
Equivalent Forms: Identify/Formulate
The learner will be able to
identify and formulate equivalent forms of common fractions, decimals, and percents.
| Strand |
Scope |
Source |
| Equivalent Forms |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Equivalent Forms: Fractions/Decimals
The learner will be able to
add and subtract common fractions and decimals by applying visual models, benchmarks, and equivalent forms.
| Strand |
Scope |
Source |
| Equivalent Forms |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Word Names: Know/10-Digit Number
The learner will be able to
know the word name of a given 10-digit whole number.
| Strand |
Scope |
Source |
| Word Names |
Master |
Foundations of Learning, January 1999, Grade 5 |
|
Place Value: Understand/Whole Numbers
The learner will be able to
understand whole number place values.
| Strand |
Scope |
Source |
| Place Value |
Master |
Foundations of Learning, January 1999, Grade 5 |
|
Place Value: Comprehend/Base Ten
The learner will be able to
develop a comprehension of the base-ten place-value system.
| Strand |
Scope |
Source |
| Place Value |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Expanded Notation: Less Than 1,000,000
The learner will be able to
identify the expanded form of whole numbers less than 1,000,000.
| Strand |
Scope |
Source |
| Expanded Notation |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Equivalent Forms: Identify/Same Number
The learner will be able to
identify equivalent forms of the same number.
| Strand |
Scope |
Source |
| Equivalent Forms |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Equivalent Forms: Fractions/Decimals
The learner will be able to
identify equivalent fractions and decimals.
| Strand |
Scope |
Source |
| Equivalent Forms |
Introduce |
Foundations of Learning, January 1999, Grade 5 |
|
Equivalent Forms: Decimals/Whole Numbers
The learner will be able to
compare the values of whole numbers and decimals.
| Strand |
Scope |
Source |
| Equivalent Forms |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Number Size: Apply Models/Fractions
The learner will be able to
apply models in order to assess the size of fractions.
| Strand |
Scope |
Source |
| Number Size |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Number Size: Apply/Fractions
The learner will be able to
apply equivalent forms in order to assess the size of fractions.
| Strand |
Scope |
Source |
| Number Size |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Multiples: Identify/Lowest Common
The learner will be able to
identify the lowest common multiple of a group of two or more numbers.
| Strand |
Scope |
Source |
| Multiples |
Introduce |
Foundations of Learning, January 1999, Grade 5 |
|
Classify Numbers: Explain
The learner will be able to
explain classes of numbers based upon their attributes.
| Strand |
Scope |
Source |
| Classify Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Number Forms: Understand/Relationships
The learner will be able to
understand number relationships.
| Strand |
Scope |
Source |
| Number Forms: Relationships |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Number Forms: Represent/Understand
The learner will be able to
understand the various ways of representing numbers.
| Strand |
Scope |
Source |
| Number Forms: Representing |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Patterns: Represent/Study
The learner will be able to
use words, tables, and graphs to represent and study patterns and functions.
| Strand |
Scope |
Source |
| Patterns |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Patterns: Make/Explain
The learner will be able to
make and explain mental images of patterns, objects, and paths.
| Strand |
Scope |
Source |
| Patterns |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Geometry Standard |
|
Estimation: Create/Apply
The learner will be able to
create and apply methods to estimate computations involving fractions and decimals in scenarios relevant to students' experience.
| Strand |
Scope |
Source |
| Estimation |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Patterns: Number/Describe
The learner will be able to
describe number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Patterns: Number/Extend
The learner will be able to
extend patterns of numbers.
| Strand |
Scope |
Source |
| Patterns: Number |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Patterns: Generalize/Number
The learner will be able to
generalize number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Quantity: Comprehend/Models
The learner will be able to
comprehend quantitative relationships using mathematical models.
| Strand |
Scope |
Source |
| Quantity |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Quantity: Illustrate/Models
The learner will be able to
illustrate quantitative relationships using mathematical models.
| Strand |
Scope |
Source |
| Quantity |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Greater Than/Less Than
The learner will be able to
determine which of two numbers is greater than or less than the other.
| Strand |
Scope |
Source |
| Comparison |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Patterns: Comprehend
The learner will be able to
comprehend patterns.
| Strand |
Scope |
Source |
| Patterns |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Ordering: Whole Numbers
The learner will be able to
order whole numbers in the correct sequence.
| Strand |
Scope |
Source |
| Ordering Numbers |
Master |
Foundations of Learning, January 1999, Grade 5 |
|
Change: Analyze/Contexts
The learner will be able to
analyze change in many different contexts.
| Strand |
Scope |
Source |
| Change |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Estimation Strategies: Reasonableness
The learner will be able to
apply estimation to obtain reasonable approximations.
| Strand |
Scope |
Source |
| Estimation Strategies |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Rounding/Estimation: Less Than 10,000
The learner will be able to
round whole numbers to the nearest ten, hundred, or thousand, and use this to estimate the outcome of a given equation (numbers are whole numbers less than 10,000).
| Strand |
Scope |
Source |
| Rounding |
Develop |
Foundations of Learning, January 1999, Grade 5 |
|
Numeration: Numbers/Comprehend
The learner will be able to
comprehend numbers.
| Strand |
Scope |
Source |
| Numeration |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Data: Questions/Answer
The learner will be able to
create questions and gather, organize, and illustrate data to answer those questions.
| Strand |
Scope |
Source |
| Data |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Chance: Explain/Likely/Unlikely Events
The learner will be able to
explain events as likely or unlikely and describe the degree of likelihood.
| Strand |
Scope |
Source |
| Chance |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Predictions: Propose/Justify
The learner will be able to
propose and justify conclusions and predictions that have been founded upon data and develop studies to continue investigations of the conclusions or predictions.
| Strand |
Scope |
Source |
| Predictions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Predictions: Outcome/Simple Event
The learner will be able to
formulate predictions about the outcomes of simple experiments and test the predictions.
| Strand |
Scope |
Source |
| Predictions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Central Tendency: Apply
The learner will be able to
apply measures of central tendency, with emphasis on the median, and comprehend what each does and does not indicate about the set of data.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data Collection: Investigations
The learner will be able to
develop investigations in order to address a question and consider how data collection strategies have an affect upon the nature of the set of data.
| Strand |
Scope |
Source |
| Data Collection |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Probability: Comprehend/Concept
The learner will be able to
comprehend the basic concept of probability.
| Strand |
Scope |
Source |
| Probability |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Probability: Comprehend/Representation
The learner will be able to
comprehend that the likelihood of an event can be represented by a number from zero to one.
| Strand |
Scope |
Source |
| Probability |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Probability: Use/Basic/Concepts
The learner will be able to
use the basic concepts of probability.
| Strand |
Scope |
Source |
| Probability |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data: Table/Represent
The learner will be able to
use a table to represent a group of data.
| Strand |
Scope |
Source |
| Data |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data: Graph/Represent
The learner will be able to
use a graph to represent a group of data.
| Strand |
Scope |
Source |
| Data |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data: Compare Representations
The learner will be able to
compare different representations of the same information.
| Strand |
Scope |
Source |
| Data |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Predictions: Formulate
The learner will be able to
make predictions based on a given set of data.
| Strand |
Scope |
Source |
| Predictions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Statistical Methods: Choose
The learner will be able to
choose suitable statistical methods to analyze data.
| Strand |
Scope |
Source |
| Statistics |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Statistical Methods: Apply
The learner will be able to
apply suitable statistical methods to analyze data.
| Strand |
Scope |
Source |
| Statistics |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data Analysis: Inferences/Predictions
The learner will be able to
formulate inferences and/or predictions for data.
| Strand |
Scope |
Source |
| Data Analysis |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data Analysis: Evaluate/Inferences
The learner will be able to
evaluate inferences from data.
| Strand |
Scope |
Source |
| Data Analysis |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data Collection: Use/Observations
The learner will be able to
use observations to gather data.
| Strand |
Scope |
Source |
| Data Collection |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data Collection: Use/Surveys
The learner will be able to
use surveys to gather data.
| Strand |
Scope |
Source |
| Data Collection |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Data Collection: Use/Experiments
The learner will be able to
use experiments to gather data.
| Strand |
Scope |
Source |
| Data Collection |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Data Analysis and Probability Standard |
|
Problem Solving: Representations
The learner will be able to
choose, use, and translate among mathematical representations to obtain solutions to problems.
| Strand |
Scope |
Source |
| Problem Solving |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Representation Standard |
|
Represent Problems: Objects
The learner will be able to
represent problem scenarios with objects and apply representations to draw conclusions.
| Strand |
Scope |
Source |
| Represent Problems |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Algebra Standard |
|
Strategies: Adapt/Strategies
The learner will be able to
adapt many different appropriate strategies in order to obtain problem solutions.
| Strand |
Scope |
Source |
| Strategies |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Problem Solving Standard |
|
Strategies: Applying Variety
The learner will be able to
apply a variety of strategies to obtain problem solutions.
| Strand |
Scope |
Source |
| Strategies |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Problem Solving Standard |
|
Problem Solving: Mathematics
The learner will be able to
solve mathematical problems.
| Strand |
Scope |
Source |
| Problem Solving |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Problem Solving Standard |
|
Problem Solving: Outside Math
The learner will be able to
obtain solutions to problems that arise in contexts outside of mathematics.
| Strand |
Scope |
Source |
| Problem Solving |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Problem Solving Standard |
|
Problem Solving Effort: Reflect/Process
The learner will be able to
reflect on the processes applied to solve a problem.
| Strand |
Scope |
Source |
| Problem Solving Effort |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Problem Solving Standard |
|
Problem Solving Effort: Monitor/Process
The learner will be able to
monitor the processes applied to obtain solutions to mathematical problems.
| Strand |
Scope |
Source |
| Problem Solving Effort |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Problem Solving Standard |
|
Multiplication/Division: Combinations
The learner will be able to
develop proficiency with basic number combinations for multiplication and division and apply these combinations to mentally calculate associated problems.
| Strand |
Scope |
Source |
| Multiply/Divide Whole Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Operations: Whole Numbers/Proficient
The learner will be able to
become proficient in the addition, subtraction, multiplication, and division of whole numbers.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Multiplication: Comprehend/Meaning
The learner will be able to
comprehend the different meanings of multiplication.
| Strand |
Scope |
Source |
| Multiply Whole Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Division: Comprehend/Meaning
The learner will be able to
comprehend the different meanings of division.
| Strand |
Scope |
Source |
| Divide Whole Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Multiplication/Division: Comprehend
The learner will be able to
comprehend the effects of multiplying and dividing whole numbers.
| Strand |
Scope |
Source |
| Multiply/Divide Whole Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Operations: Meaning
The learner will be able to
understand the meaning of operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
Whole Numbers: Represent
The learner will be able to
represent whole numbers.
| Strand |
Scope |
Source |
| Whole Numbers |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 5, Number and Operations Standard |
|
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