MA.5.A.1.1 I can describe the process of finding quotients using models and place value =

Transcription

1 MA.5.A.1.1 I can describe the process of finding quotients using models and place value =

2 MA.5.A.1.1 I can describe the process of finding quotients using properties and the relationship of division to multiplication.

3 MA.5.A.1.1 I can demonstrate the understanding of the distributive property used in a division problem.

4 MA.5.A.1.1 I can use a standard algorithm to describe one or more steps of a division problem or missing steps.

5 MA.5.A.1.2 I can estimate quotients or calculate them mentally. Use the information to estimate the quotient. Raheem is riding his bike 62 miles a week. About how many miles is he riding each day? 62 7 is about? Since 7 x 8 = 56 7 x 9 = is close to 62 So 62 7 is about 9 Raheem rides about 9 miles each day.

6 MA.5.A.1.3 I understand and can explain solutions to division situations including those with remainders. Ms. Green is planning a trip to the Discovery Museum for a total of 146 fifth-grade students. Each bus seats 52 students. How many buses will be needed? = 2 remainder 42 Ms. Green will need 3 buses. Two buses will be full. The third bus is for the remaining 42 students.

7 MA.5.A.1.4 I can use a standard algorithm to divide multi-digit problems and check the reasonableness of the answer. Markel has 195 trading cards that he wants to share with his 13 friends. How many cards will they each receive? Since 13 x 15 = 195 Markel can give each friend 15 trading cards.

8 MA.5.A.2.1 I can add and subtract fractions and decimals using graphic representations

9 MA.5.A.2.1 I can add and subtract fractions and decimals using place value. Josie has 1.74 meters of pink ribbon and 2.35 meters of yellow ribbon. How much ribbon does she have? 1.74 First, add the hundredths Then, add the tenths Finally, add the ones. Answer: Josie has 4.09 meters of ribbon. Josie had 4.09 meters of ribbon and used 1.74 meters. How much does she have left? First, subtract the hundredths. Then, subtract the tenths. Finally, subtract the ones. Answer: Josie has 2.35 meters of ribbon left over.

10 MA.5.A.2.1 I can add and subtract fractions and decimals using the commutative and associative properties. Rozzi s puppies weigh 2 1 4, 3 2 4, and weight of the puppies? pounds. What is the total = ( ) =

11 MA.5.A.2.2 I can add and subtract fractions and decimals and verify the reasonableness of the results. Two friends share a candy bar that is divided into 12 equal parts. The first friend ate 1 2 of the candy bar. The second friend ate 1 3 of the candy bar. How much of the candy bar is left? Answer: I know that 2 12 or 1 6 of the candy is left over.

12 MA.5.A.2.3 I can use benchmark fractions to estimate fraction and decimal sums and differences. Gary has 2 pieces of rope. One piece measures 7 8 of a yard and the other piece measures 5 6 have altogether? of a yard. About how much rope does Gary Answer: I know that 5 6 and 7 8 about 2 yards of rope. are both close to 1. So, Manny has

13 MA.5.A.2.4 I can factor composite numbers and express them as the product of prime factors. Prime factorization is a way to write a number as the product of all its prime factors. ladder diagram factor tree

14 MA.5.A.2.4 I can identify numbers that are prime or composite and explain my reasoning. A prime number is a whole number greater than 1 that has exactly two factors. Factors of 3: 1, 3 Factors of 19: 1, 19 Factors of 73: 1, 73 A composite number is a whole number greater than 1 that has more than two factors. Factors of 12: 1, 2, 3, 4, 6, 12 Factors of 45: 1, 3, 5, 9, 15, 45

15 MA.5.G.3.1 I can determine the twodimensional figure, or net, which can be used to form a three-dimensional solid.

16 MA.5.G.3.1 I can identify the types of faces and the number of edges, faces, and vertices in threedimensional solids.

17 MA.5.G.3.2 I can find the volume and surface area of rectangular prisms and cubes.

18 MA.5.A.4.1 I can use the properties of equality to solve numerical and real-world problems. 48 = c + 13 c =

19 MA.5.A.4.2 I can construct and explain a graph showing how a quantity changes over time.

20 MA.5.G.5.1 I can identify the ordered pair that describes the location of a point on a coordinate plane. Write the ordered pair for point N. P N (9,8) T

21 MA.5.G.5.1 I can identify the point on a coordinate plane that corresponds to a given ordered pair. Plot and label these points on the coordinate grid: K (5, 3) M (4, 5) T (6, 4) J (2, 7)

22 MA.5.G.5.1 I can identify the location of a point on a coordinate plane that is an equal distance from two points. Locate the ordered pair that is exactly half-way between points S and R.

23 MA.5.G.5.1 I can describe the horizontal and vertical movements necessary to get from one point to another on a coordinate plane. To locate this ordered pair: begin at the origin (0, 0) move 9 units to the right along the x-axis then move 8 units up, along the y-axis The Bakery is at point (9,8).

24 MA.5.G.5.2 I can compare, contrast, and convert units of measure for length to solve problems. Example #1: Luca needs to purchase 96 feet of rope for his boat. How many yards will he purchase? Example #2: Noah runs 1,500 meters each day. How many kilometers does he run in a week?

25 MA.5.G.5.2 I can compare, contrast, and convert units of measure for mass to solve problems.. Example #1 The concession stand sold 105 bags of chips. Each bag weighs six ounces. How many pounds of chips were sold? Example #2 Tanya has 1,255 grams of candy. How much candy does she need to add to make 2 kilograms?

26 MA.5.G.5.2 I can compare, contrast, and convert units of measure for time to solve problems.

27 MA.5.G.5.3 I can determine when it is appropriate to approximate or to give a more precise measure. Example #1: Terrilynn is baking a cake that requires 350 milliliters of condensed milk. Does she need a precise measure or can she estimate the amount of milk? Example #2: Tanya measures a table to the nearest foot and then measures the same table to the nearest inch. Which measure is more precise? Explain your reasoning.

28 MA.5.G.5.3 I can select the appropriate unit and tool needed to measure.

29 MA.5.G.5.4 I can justify the area formulas for parallelograms, triangles, and trapezoids using the area formula for rectangles. A = b x h A = h x (base 1 + base 2 ) 2 A = b x h 2

30 MA.5.A.6.1 I can identify and relate prime and composite numbers, factors, and multiples within the context of fractions. Problem #1 Simplify the following fraction: = = = 6 13 Problem #2 Explain how you would write the fraction in simplest form.

31 MA.5.A.6.2 I can use the order of operations to simplify expressions. P Parenthesis E Exponent M Multiplication D Division A Addition S Subtraction Evaluate the expression: 21 (9-2) + 1 x 4 2

32 MA.5.A.6.3 I can describe real-world situations using positive and negative numbers. Example #1 Badwater Basin, California is feet below sea level. Example #2 Leadville, Colorado is 10,430 feet above sea level.

33 MA.5.A.6.4 I can compare, order, and graph integers, including integers on a number line. Examples: 1. Compare Integers: -4 < 2 and -1 > Integers ordered from greatest to least: 5, 2, -1, is to the left of 0 on a number line

34 MA.5.A.6.5 I can solve problems using various strategies.

35 MA.5.S.7.1 I can construct line graphs and double bar graphs to represent a given set of data.

36 MA.5.S.7.1 I can interpret, analyze, and compare data represented on line graphs and double bar graphs.

37 MA.5.S.7.1 I can identify, interpret, or describe a graph that shows a quantity that changes over time.

38 MA.5.S.7.2 I can identify a set of discrete or continuous data and justify my reasoning. Discrete data has countable number of values and can often be classified into categories. Example: The chart shows the number of animals in Mr. Mackey s farm. This data is discrete (countable) data. Continuous data is measured continuously over time. Example: The chart shows Hopper s weight measured over time. This data is continuous data.

39 MA.5.S.7.2 I can identify the appropriate graph to represent a set of continuous or discrete data. Discrete data has countable number of values and can often be classified into categories. Example: The data is discrete (countable) and a bar graph is appropriate. Continuous data can be measured with and broken down into smaller increments and still have meaning. Example: The data is measured continuously and a line graph is appropriate.