Core Curriculum Content Standards
4.1.5 A: Number Sense
4.1.5 A.1: Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 5 pertain to these sets of numbers as well).
4.1.5 A.1.a: All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers
4.1.5 A.1.b: All decimals
4.1.5 A.3: Demonstrate a sense of the relative magnitudes of numbers.
4.1.5 A.4: Use whole numbers, fractions, and decimals to represent equivalent forms of the same number.
4.1.5 A.5: Develop and apply number theory concepts in problem solving situations.
4.1.5 A.5.a: Primes, factors, multiples
4.1.5 A.6: Compare and order numbers.
4.1.5 B: Numerical Operations
4.1.5 B.1: Recognize the appropriate use of each arithmetic operation in problem situations.
4.1.5 B.2: Construct, use, and explain procedures for performing addition and subtraction with fractions and decimals with:
4.1.5 B.2.a: Pencil-and-paper
4.1.5 B.2.b: Mental math
4.1.5 B.3: Use an efficient and accurate pencil-and-paper procedure for division of a 3-digit number by a 2-digit number.
4.1.5 B.6: Understand and use the various relationships among operations and properties of operations.
4.1.5 C: Estimation
4.1.5 C.1: Use a variety of estimation strategies for both number and computation.
4.1.5 C.2: Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.
4.1.5 C.3: Determine the reasonableness of an answer by estimating the result of operations.
4.2.5 A: Geometric Properties
4.2.5 A.2: Identify, describe, compare, and classify polygons.
4.2.5 A.2.b: Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
4.2.5 A.4: Understand and apply the concepts of congruence and symmetry (line and rotational).
4.2.5 B: Transforming Shapes
4.2.5 B.1: Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.
4.2.5 C: Coordinate Geometry
4.2.5 C.1: Create geometric shapes with specified properties in the first quadrant on a coordinate grid.
4.2.5 D: Units of Measurement
4.2.5 D.1: Select and use appropriate units to measure angles and area.
4.2.5 D.2: Convert measurement units within a system (e.g., 3 feet = ___ inches).
4.2.5 D.4: Use measurements and estimates to describe and compare phenomena.
4.2.5 E: Measuring Geometric Objects
4.2.5 E.2: Develop and apply strategies and formulas for finding perimeter and area.
4.2.5 E.2.a: Square
4.2.5 E.2.b: Rectangle
4.2.5 E.3: Recognize that rectangles with the same perimeter do not necessarily have the same area and vice versa.
4.2.5 E.4: Develop informal ways of approximating the measures of familiar objects (e.g., use a grid to approximate the area of the bottom of one's foot).
4.3.5 A: Patterns
4.3.5 A.1: Recognize, describe, extend, and create patterns involving whole numbers.
4.3.5 A.1.a: Descriptions using tables, verbal rules, simple equations, and graphs
4.3.5 B: Functions & Relationships
4.3.5 B.1: Describe arithmetic operations as functions, including combining operations and reversing them.
4.3.5 B.2: Graph points satisfying a function from T-charts, from verbal rules, and from simple equations.
4.3.5 C: Modeling
4.3.5 C.2: Draw freehand sketches of graphs that model real phenomena and use such graphs to predict and interpret events.
4.3.5 C.2.b: Rates of change (e.g., when is plant growing slowly/rapidly, when is temperature dropping most rapidly/slowly)
4.4.5 A: Data Analysis
4.4.5 A.1: Collect, generate, organize, and display data.
4.4.5 A.1.a: Data generated from surveys
4.4.5 A.2: Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data.
4.4.5 A.2.a: Bar graph, line graph, circle graph, table
4.4.5 A.2.b: Range, median, and mean
4.4.5 B: Probability
4.4.5 B.1: Determine probabilities of events.
4.4.5 B.1.a: Event, probability of an event
4.4.5 B.1.b: Probability of certain event is 1 and of impossible event is 0
4.4.5 B.2: Determine probability using intuitive, experimental, and theoretical methods (e.g., using model of picking items of different colors from a bag).
4.4.5 B.2.a: Given numbers of various types of items in a bag, what is the probability that an item of one type will be picked
Correlation last revised: 4/4/2018