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- 5. Mathematical process standards
- 5.1. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
- 5.1A. Apply mathematics to problems arising in everyday life, society, and the workplace.
- Addition Skill Practice
- Subtraction Skill Practice
- How many more cents do I need to pay?
- How many cents do I have?
- Can you pay for the item?
- Give the correct change
- Help me with the recipe
- Step by Step Multiplication
- Multiply any number by 10
- How to easily multiply any number by 100?
- Simplify the numbers and multiply
- Division using long division method
- Long division practice
- Division in everyday life
- Divisibility Test for the number 2
- Divisibility Test for the number 5
- Divisibility Test for the number 10
- Pop the bubbles - Divisibility test game
- Water the lawn
- How much weight do I need to add?
- Calculate the total weight
- Let us add some volumes
- How many containers does it take?
- What would be the time?
- Which train would you take?
- Read the Calendar
- What day was your birthday?
- Temperature in real life
- Read the thermometer
- 5.1B. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
- 5.1C. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
- Addition Skill Practice
- Subtraction Skill Practice
- Estimate the result
- Story Problems
- Long division using oranges - Revision
- Division in everyday Life
- Broken Calculator
- Find the value of the shapes
- Fractions for collection of objects
- Can you represent and count?
- Write as mixed fraction
- Word problems
- Word Problems
- Decimals and Currency
- Let us add some money
- Identify the shapes using a light source
- 5.1D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
- Representing numbers in Millions
- Let us identify the number
- Write in Numerals
- Order the numbers
- Decimals and Currency
- Can you represent the decimal using currency?
- Arrange the decimals
- Roll the Dice and represent the data
- Identify shapes by the number of sides
- What do these shapes look like?
- Area of compound shapes
- How many more cents do I need to pay?
- Represent using place value blocks and Subtract
- Addition using place value blocks
- Addition using decimal squares
- Let us serve some pies
- Improper Fractions and Mixed Fractions
- Represent money using place values
- 5.1E. Create and use representations to organize, record, and communicate mathematical ideas.
- Introduction to Roman Numerals
- Roman Number Representation
- What number is this?
- Help the Roman!
- Story Problems
- Let us represent Hundred divisions
- Let us represent currency using decimals
- Representing numbers in Millions
- Represent the number using Dominos
- Horizontal Bar Graphs
- Bar Graphs with Multiple Groups
- 5.1F. Analyze mathematical relationships to connect and communicate mathematical ideas.
- Find all possible factors
- Decimal comparison using a numberline
- Comparison of decimals - Skill Practice
- Arrange the decimals
- Fill the Addition Tree
- Can you Identify the Pattern?
- Fill the Subtraction Tree
- Can you Identify the Pattern?
- Identify the shapes using a light source
- Vertices and Sides. How many are there?
- What do these shapes look like?
- Identify shapes by number of faces
- 5.1G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
- Representing numbers in Millions
- What does the number represent?
- Standard and expanded forms
- Commutative Property of Multiplication
- Distributive Property of Multiplication
- Using Distributive Property
- Using Distributive Property for bigger problems
- Prime and Composite Numbers
- Let us represent Hundred divisions
- Concept of a Point
- Concept of a Line (no end on both sides)
- Concept of a Ray
- Concept of a Line Segment
- Identify the type of triangle
- 5.1A. Apply mathematics to problems arising in everyday life, society, and the workplace.
- 5.1. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
- 5. Number and operations
- 5.2. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value.
- 5.3. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
- 5.3A. Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division.
- 5.3B. Multiply with fluency a three-digit number by a two-digit number using the standard algorithm.
- 5.3C. Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm.
- 5.3D. Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models.
- 5.3E. 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.
- 5.3F. 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.
- 5.3G. 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.
- 5.3H. 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.
- 5.3I. 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.
- 5.3J. 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.
- Find the reciprocal fraction
- Let us practice division
- Whole number by fraction division using models
- Find the division statement
- Divide a chocolate bar
- Let us divide a fraction of Pizza
- Share a portion of the Pie
- Represent in multiplication form
- Complete the sentence
- Let us practice division
- Word problems
- 5.3K. Add and subtract positive rational numbers fluently.
- Fraction addition practice
- Word Problems
- Subtraction Word Problems
- Let us add some money
- Addition using decimal squares
- Represent using place value blocks and Add
- Represent using place value blocks and Subtract
- Let us add some money
- Calculate the change
- Fraction addition practice
- Word problems
- Fraction subtraction practice
- Word problems
- Solve the word problems
- Addition Skill Practice
- Subtraction Skill Practice
- 5.3L. Divide whole numbers by unit fractions and unit fractions by whole numbers.
- Find the reciprocal fraction
- Let us practice division
- Whole number by fraction division using models
- Find the division statement
- Divide a chocolate bar
- Let us divide a fraction of Pizza
- Share a portion of the Pie
- Represent in multiplication form
- Complete the sentence
- Let us practice division
- Word problems
- 5. Algebraic reasoning
- 5.4. The student applies mathematical process standards to develop concepts of expressions and equations.
- 5.4A. Identify prime and composite numbers.
- 5.4B. Represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity.
- 5.4C. Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
- 5.4D. Recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
- 5.4E. Describe the meaning of parentheses and brackets in a numeric expression.
- 5.4F. Simplify numerical expressions that do not involve exponents, including up to two levels of grouping.
- 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).
- 5.4H. Represent and solve problems related to perimeter and/or area and related to volume.
- 5.4. The student applies mathematical process standards to develop concepts of expressions and equations.
- 5. Geometry and measurement
- 5.5. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties.
- 5.5A. Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
- Properties of a Parallelogram
- Special form of Parallelogram - Rhombus
- Properties of a Trapezium
- What do these shapes look like?
- Find the hidden shapes
- Identify shapes by the number of sides
- Vertices and Sides. How many are there?
- Let us play with rectangles
- Special form of rectangle called Square
- Let us play with triangles
- Let us play with circles
- Vertices and Sides. How many are there?
- Quadrilaterals with 2 sticks
- Properties of a Paralellogram
- Properties of a Rhombus
- Properties of a kite
- Properties of a trapezium
- 5.5A. Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
- 5.6. The student applies mathematical process standards to understand, recognize, and quantify volume.
- 5.6A. 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.
- 5.6B. 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.
- 5.7. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to
- 5.7A. Solve problems by calculating conversions within a measurement system, customary or metric.
- Various measuring standards
- Can you name the unit?
- Conversion between meter and centimeter
- Units of weight
- Balance the weighing machine
- Conversion between liters and milliliters
- Fun with Gallon Man
- Number of Seconds in a Minute
- Number of Minutes in an Hour
- Make a Dollar from Cents
- Let us add some currency
- How many dollars and cents?
- Conversion between kilometer and meter
- Conversion between Kilograms and Grams
- What is the correct unit?
- Let us convert time and date units
- Can you pay for the item?
- Convert time units
- How many hours and minutes?
- 5.7A. Solve problems by calculating conversions within a measurement system, customary or metric.
- 5.8. The student applies mathematical process standards to identify locations on a coordinate plane.
- 5.8A. 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.
- 5.8B. Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane.
- 5.8C. 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.
- 5.5. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties.
- 5. Data analysis
- 5.9. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
- 5.9A. 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.
- 5.9B. Represent discrete paired data on a scatterplot.
- 5.9C. Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
- 5.9. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
- 5. Personal financial literacy
- 5.10. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
- 5.10A. Define income tax, payroll tax, sales tax, and property tax.
- 5.10B. Explain the difference between gross income and net income.
- 5.10C. Identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments.
- 5.10D. Develop a system for keeping and using financial records.
- 5.10E. Describe actions that might be taken to balance a budget when expenses exceed income.
- 5.10F. Balance a simple budget.
- 5.10A. Define income tax, payroll tax, sales tax, and property tax.
- 5.10. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.