1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

1.5.1: The student uses place value to represent whole numbers and decimals.

1.5.1.A: use place value to read, write, compare, and order whole numbers through 999,999,999,999; and

Cannonball Clowns (Number Line Estimation)

1.5.1.B: use place value to read, write, compare, and order decimals through the thousandths place.

Adding Decimals (Base-10 Blocks)
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)
Modeling Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

1.5.2: The student uses fractions in problem-solving situations.

1.5.2.A: generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3;

Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)

1.5.2.B: generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number;

Fractions Greater than One (Fraction Tiles)

1.5.2.C: compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and

Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)

1.5.3: The student adds, subtracts, multiplies, and divides to solve meaningful problems.

1.5.3.A: use addition and subtraction to solve problems involving whole numbers and decimals;

Adding Decimals (Base-10 Blocks)
Cargo Captain (Multi-digit Subtraction)
Number Line Frog Hop (Addition and Subtraction)
Subtracting Decimals (Base-10 Blocks)

1.5.3.D: identify common factors of a set of whole numbers; and

Factor Trees (Factoring Numbers)

1.5.3.E: model situations using addition and/or subtraction involving fractions with like denominators using [concrete objects,] pictures, words, and numbers.

Adding Decimals (Base-10 Blocks)
Subtracting Decimals (Base-10 Blocks)

1.5.4: The student estimates to determine reasonable results.

1.5.4.A: use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems.

Rounding Whole Numbers (Number Line)
Target Sum Card Game (Multi-digit Addition)

2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.

2.5.5: The student makes generalizations based on observed patterns and relationships.

2.5.5.A: describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams; and

Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

2.5.5.B: identify prime and composite numbers using [concrete objects,] pictorial models, and patterns in factor pairs.

Factor Trees (Factoring Numbers)
Toy Factory (Set Models of Fractions)

3: The student will demonstrate an understanding of geometry and spatial reasoning.

3.5.8: The student models transformations.

3.5.8.A: sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid; and

Quilting Bee (Symmetry)
Rock Art (Transformations)

3.5.9: The student recognizes the connection between ordered pairs of numbers and locations of points on a plane.

3.5.9.A: locate and name points on a coordinate grid using ordered pairs of whole numbers.

City Tour (Coordinates)

4: The student will demonstrate an understanding of the concepts and uses of measurement.

4.5.10: The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems.

4.5.10.B: connect models for perimeter, area, and volume with their respective formulas; and

Balancing Blocks (Volume)

4.5.11: The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius).

4.5.11.B: solve problems involving elapsed time.

Elapsed Time

5: The student will demonstrate an understanding of probability and statistics.

5.5.12: The student describes and predicts the results of a probability experiment.

5.5.12.B: use experimental results to make predictions; and

Spin the Big Wheel! (Probability)

5.5.12.C: list all possible outcomes of a probability experiment such as tossing a coin.

Spin the Big Wheel! (Probability)

5.5.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

5.5.13.A: use tables of related number pairs to make line graphs;

Elevator Operator (Line Graphs)
Graphing Skills

5.5.13.B: describe characteristics of data presented in tables and graphs including median, mode, and range; and

Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

5.5.13.C: graph a given set of data using an appropriate graphical representation such as a picture or line graph.

Distance-Time Graphs
Elevator Operator (Line Graphs)
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Prairie Ecosystem

6: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1?5 and will be identified along with content standards.

6.5.14: The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

6.5.14.A: identify the mathematics in everyday situations;

Road Trip (Problem Solving)

6.5.15: The student communicates about Grade 5 mathematics using informal language.

6.5.15.A: explain and record observations using objects, words, pictures, numbers, and technology; and

Modeling Decimals (Base-10 Blocks)

6.5.16: The student uses logical reasoning.

6.5.16.A: make generalizations from patterns or sets of examples and nonexamples; and

Pattern Flip (Patterns)