Standards for Teaching and Learning
5.NSO-N.1: Estimate, round, and manipulate very large (e.g., billions) and very small (e.g., thousandths) numbers; demonstrate an understanding of place value to billions and thousandths.
5.NSO-N.2: Represent and compare very large (billions) and very small (thousandths) positive numbers in various forms, such as expanded notation without exponents e.g., 9,724 = (9 x 1,000) + (7 x 100) + (2 x 10) + 4.
5.NSO-N.3: Find and position integers, fractions, mixed numbers, and decimals (both positive and negative) on the number line.
5.NSO-N.4: Compare and order integers (including negative integers) and positive fractions, mixed numbers, decimals, and percents.
5.NSO-N.5: Apply the number theory concepts of common factor, common multiple, and divisibility rules for 2, 3, 5, and 10 to the solution of problems. Demonstrate an understanding of the concepts of prime and composite numbers.
5.NSO-N.6: Know the set of prime numbers to 100.
5.NSO-F.9: Interpret percents as parts out of 100, use % notation, and express a part of a whole as a percentage.
5.NSO-F.10: Identify and determine common equivalent fractions, mixed numbers (with denominators 2, 4, 5, and 10), decimals, and percents, and explain why they represent the same value.
5.NSO-F.11: Write improper fractions as mixed numbers, and know that a mixed number represents the number of "wholes" and the part of a whole remaining.
5.NSO-C.13: Add and subtract fractions (including mixed numbers) with like and unlike denominators (of 2, 3, 4, 5, 6 and 10), and express answers in the simplest form.
5.NSO-C.14: Add and subtract positive decimals.
5.NSO-C.15: Solve problems involving multiplication and division of any whole number.
5.NSO-C.16: Demonstrate proficiency with division, including division with positive decimals and long division with multidigit divisors.
5.NSO-C.18: Simplify fractions in cases when both the numerator and the denominator have 2, 3, 4, 5, or 10 as a common factor. Show that two fractions are or are not equivalent by reducing to simpler forms or by finding a common denominator.
5.NSO-C.22: Demonstrate an understanding of how parentheses affect expressions involving addition, subtraction, and multiplication, and use that understanding to solve problems.
5.PRA.1: Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions (e.g., ABBCCC ...; 1, 5, 9, 13, ...; 3, 9, 27, ...).
5.PRA.4: Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables).
5.PRA.5: Interpret and evaluate mathematical expressions that use parentheses; use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.
5.G.1: Identify polygons based on their properties, including types of interior angles, perpendicular or parallel sides, and congruence of sides (e.g., squares, rectangles, rhombuses, parallelograms, and trapezoids; isosceles, equilateral, and right triangles).
5.G.7: Graph points and identify coordinates of points on the Cartesian coordinate plane in the first two quadrants.
5.M.1: Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate.
5.M.2: Apply formulas for the areas of triangles, rectangles, and parallelograms; recognize that shapes with the same number of sides but different appearances can have the same area.
5.M.5: Find volumes and surface areas of rectangular prisms.
5.M.7: Identify, measure, describe, classify, and draw various angles and triangles, given sides and the angle between them or given two angles and the side between them.
5.DASP.1: Define and apply the concepts of mean to solve problems.
5.DASP.2: Construct, draw conclusions, and make predictions from various representations of data sets, including tables, line graphs, line plots, circle graphs, and bar graphs (where symbols or scales represent multiple units).
Correlation last revised: 4/4/2018