# Math KCAS Flashbacks

Size: px
Start display at page:

Transcription

1 Set 1 1. Cameron bought a package of bean seeds to plant at least two rows of beans. He wants each row to have the same number of seeds but found that this was not possible. Which of the following could have been the number of seeds in the package? a. 12 b. 17 c. 18 d Tyson had 7 buckets. Each bucket was filled with 576 shells. Which equation could Tyson use to find how many shells he had in all? a b c d. 576 x 7 3. Ricky picked 25 more than twice as many peaches as his friend. His friend picked 42 peaches. Write a numerical expression to represent the situation.

2 Set 2 1. Which number is not a multiple of either 4 or 6? a. 8 b. 12 c. 14 d Which number sentence below is correct? a. 2,233,434 > 2,323,434 b. 2,323,434 > 2,233,434 c. 2,033,434 > 2,303,434 d. 2,303,434 > 2,323, Marcus travels 38 miles each day to go to work. In March, Marcus worked 23 days. How many miles did Marcus travel in March? Show your work or explain your thinking.

3 Set 3 1. Solve the expression below. Choose the correct answer. [72 9 x (21-15)] a. 34 b. 14 c. 39 d Which expression is one one-hundredth of 500? a. 100/500 b c. 500/100 d Sarah is having difficulty determining the difference between factors and multiples. a. Define a multiple. List the first 6 multiples of 15. b. Define a factor. List all the factors of 15.

4 Set 4 1. If a number is composite, which of these statements must be true about the number? a. It is an odd number b. It is an even number. c. It has only two factors. d. It has more than two factors. 2. Which expression has a value of 4? a. (8-4) x (3-2) b. 1 + (1x2) c. (6-2) x 2 d. (7x1) 4 3. Write the numbers below in order from least to greatest. Using what you know about place value explain your thinking. 2,202,334 2,220,334 2,022,030

5 Set 5 1. A group of six friends ate dinner at a restaurant. Three of the friends ate a \$7 meal and the other three ate a \$9 meal. After dinner, they all shared one dessert that cost \$6. Which equation represents this story problem? a. (3x7) + (3x9) +6 b. (3+7) x (3+9) +6 c. (3x7) + (3x9) x6 d. (3+7) x (3+9) x6 2. Juan baked 195 cupcakes for the bake sale. If he puts 12 cupcakes in each zip lock bag, how many bags will he fill completely? a. 15 bags b. 16 bags c. 17 bags d. 18 bags 3. Scott is reading books from the Harry Potter series. If he reads 394 pages in his book every day, how many pages will he read in two weeks? Show your work or explain your thinking.

6 Set 6 1. Kim has 422 inches of yarn. She needs to use 32-inch pieces for an art project. Which equation below shows how many 32-inch pieces of yarn Kim will have and how much will be left over? a. 13 x 32 = 422 b. 14 x 32 = 422 c = 13r6 d = 14r6 2. This cube is made from 27 smaller cubes that each has the volume of one cubic inch. What is the volume of the larger cube? A. one cubic inch B. 9 cubic inches C. twenty-seven cubic inches D. 3 cubic inches 3. Compare the numbers below using >, < or =. Justify your answers in the space provided. a. 19,009 19,090 b. 968, ,305 c. 72,066 72,660

7 Set 7 1. The height of this cube is one inch. What is the volume of the cube? A. six cubic inches B. one cubic inch C. one inch D. 3 cubic inches 2. Look at the rectangular prism below. Measure the volume by counting the cubes. What is the volume in cubic inches? a. 48 cubic inches b. 36 cubic inches c. 44 cubic inches d. 38 cubic inches

8 Set 7 (continued) 3. Amanda and Kevin each solved the expression below. Who is correct? Explain how you know. Amanda: 60 5 x (20-14) 12 x (20-14) Kevin: 60 5 x (20-14) 60 5 x 6 12 x 6 72

9 Set 8 1. Look at the figure below. Measure the volume by counting the cubes. What is the volume in cubic centimeters? a. 16 cubic centimeters b. 18 cubic centimeters c. 20 cubic centimeters d. 12 cubic centimeters 2. Which expression would not correctly determine the volume of the figure below? a. (4x2x2) + (4x2) b. (2x8) + (4+4) c d. (6x2) + 4

10 Set 8 (continued) 3. Spencer wants to put his 2,188 baseball cards in a binder. Each page in the binder holds 14 baseball cards. If Spencer puts 14 cards on each page, how many cards will be on the last page in the binder? Show your work and explain your thinking.

11 Set 9 1. If all rectangles have four right angles and squares are rectangles, then a. all squares are bigger than all rectangles b. all squares are smaller than all rectangles c. all squares have sides of the same length d. all squares have four right angles 2. The figure below is made up of 1-inch cubes. What is the volume of the figure? a. 96 cubic inches b. 120 cubic inches c. 60 cubic inches d. 68 cubic inches

12 Set 9 (continued) 3. This rectangular prism is made up of one-centimeter cubes. a. What is the volume of the prism? b. Explain two different ways of finding the volume of the rectangular prism.

13 Set If all quadrilaterals have four sides and a parallelogram is a quadrilateral, then a. all parallelograms have parallel lines b. all parallelograms have four sides c. all parallelograms are triangles d. all parallelograms are rectangles 2. Which expression below has equivalent fractions to +? a. + b. + c. + d. +

14 Set 10 (continued) 3. Place the words from the word bank into a hierarchy diagram below. Explain your reasoning for the placement of words and how it applies to the hierarchy diagram? Polygon Word Bank: Parallelogram Trapezoid Quadrilateral Square Rectangle Rhombus 3.

15 Set Look at the visual fraction model for ¾ below. Choose the visual fraction model that is equivalent to ¾. a. b. c. d. 2. Find the difference. - = a. b. c. d.

16 3. My sister and I ate some of a Hershey bar. She ate of the candy bar and I ate of the candy bar. How much of the candy bar was left? Show your work and explain your thinking.

17 Set Tonya bought two large pizzas. The pepperoni pizza was cut in 4 equal slices. The cheese pizza was cut in 8 equal slices. If Tonya ate one piece of pepperoni pizza and 2 pieces of cheese pizza, how much pizza did Tonya eat? a. b. c. d.

18 Set 12 (continued) 2. Choose the visual model that represents x.

19 Set 12 (continued) 3. Create a story to represent (2/3) 4. Use a visual fraction model to show the quotient.

20 Set 12 (continued) 4. Write the denominator that will make the fractions equivalent. Justify your answer. =

21 Set Find the sum. + 3 = a. b. c. 5 d Which addition equation represents the fraction of beads that are black or gray? a. + = b. + = c. + = d. + =

22 Set 13 (continued) 3. Compare the two fractions below using <, >, or =. Justify your answer by using a visual fraction model. Explain your thinking.

23 Set There are 100 tennis balls at the recreation center. 13 people will share them during the practice. About how many tennis balls will each person have to use? a. 6-7 tennis balls b. 7-8 tennis balls c. 8-9 tennis balls d tennis balls 2. Which is not a visual model for x 3? a. b c. d.

24 Set 14 (continued) 3. Find the difference. Show your work or explain your thinking. - =

25 Set What do you know about the product of 82 x? a. The product will be greater than 82. b. The product will be less than 82. c. The product will be equal to 82. d. The product will be equal to Leigh and Candace each get ½ of a cake. Leigh ate of her. What fraction of the entire cake did Leigh eat? a. b. c. d.

26 Set 15 (continued) 3. Mark visited Louisville, Kentucky. On Sunday, he spent of the day at a Louisville Bats game and of the day at the skate park. What is the total fractional part of the day Mark spent in Louisville, Kentucky? Use a visual fraction model or an equation to justify your answer.

27 Set Josh exercised 3 hours on Monday. Laketa exercised times as long. How many hours did Laketa exercise? a. 3 b. 2 c. 2 d Angelo has 4 lbs of peanuts. He wants to give each of his friends 1/4 lb. How many friends can receive 1/4 lb of peanuts? Choose the visual model below that represents this scenario. Key: a. = 1 student b. c. d.

28 Set 16 (continued) 3. Lisa planted of the last of her flower garden with daffodils. What fraction of her garden is daffodils? Use a visual fraction model to justify your answer.

29 Set Which expression shows how many 1/3-cup servings are in 2 cups of raisins? a /3 b. 1/3 x 2 c. 1/3 x ½ d. 2 1/3 2. Which number shows 1/100 of 1? a b c d Angie uses of her garden for an orchard. Of the orchard, she uses for growing peach trees. What fraction of the garden grows peach trees? Justify your answer with a visual fraction model or an equation to represent the problem.

30 Set Which number shows twenty five and six hundred thirty five thousandths? a b c d Choose the expression that is not true. a > b < c. 0.5 = 0.50 d. ¼ = Kim walks daily in order to stay in shape. Some days she walks 1.75 miles on a path in the park and some days she walks 1.5 miles on her treadmill. How far will Kim walk in one week if she walks in the park three days and on her treadmill four days? Show your work.

31 5th GRADE FLASHBACKS SETS 1-9 Answer Key Set 1 Standard Question Answer 4.0A.4 1 b NBT.5 2 d. 576 x 7 5.OA.2 3 Short Answer: (42x2) Set 2 Standard Question Answer 4.0A.4 1 c NBT.5 2 b. 2,323,434 > 2,233,434 4.NBT.5 3 Short Answer: 38x23 with a correct strategy and/or explanation to get the product of 874 miles. 38 miles x 23 days = 874 total miles Set 3 Standard Question Answer 5.OA.1 1 a OA.2 2 c. 500/100 4.OA.4 3 Short Answer: a. A multiple is a number that you say when you skip count by a given number (n) starting at that number (n); it is the product of a multiplication problem; (15, 30, 45, 60, 75, 90) b. A factor is a number that can divide evenly into a given number; It is the numbers you multiply together to get a given product; (1,3,5,15)

32 Set 4 Standard Question Answer 4.OA.4 1 d. It has more than two factors. 5.OA.1 2 a. (8-4)x(3-2) 4.NBT.2 3 2,022,030 2,202,334 2,220,334 Look for a correct explanation including the value of the 100,000 and 10,000 places. Set 5 Standard Question Answer 5.OA.2 1 a. (3x7) + (3x9) NBT.6 2 b. 16 bags 4.NBT.5 3 (394x7) x 2 = 5,516 pages; 394 x7 = x2 = 5,516 or = 5,516 pages Set 6 Standard Question Answer 5.NBT.6 1 c = 13r6 5.MD.3 2 c. twenty-seven cubic inches 4.NBT.2 3 Short Answer: a. 19,009 _< 19,090 b. 968,305 = 968,305 c. 72,066 _< 72,660 Look for an explanation explaining the value of the places. Set 7 Standard Question Answer 5.MD.3 1 b. one cubic inch 5.MD.4 2 a. 48 cubic inches 5.OA.1 3 Short Answer: Kevin is correct: Amanda started with 60 divided by 5 and she should have started with the

33 parentheses because of the order of operations. Kevin started correctly but should have done 60 divided by 5 which = 12 and then 12 x 6 = 72 because of order of operations with multiplication and division you work left to right. Set 8 Standard Question Answer 5.MD.4 1 c. 20 cubic centimeters 5.MD.5 2 d. (6x2) NBT.6 3 Short Answer: He would have 4 cards on his last page. 2,188 divided by 14 = 156 R. 4 That means that there are 156 full pages of 14 cards and on the 157 th page there is only 4 cards. Look for a correct strategy to solve 2,188/14. Set 9 Standard Question Answer 5.G.3 1 d. all squares have four right angles 5.MD.5 2 a. 96 cubic inches 5.MD.5 3 Short Answer: Length x width x height = 60 cubic cm 4cm x 5cm x 3 cm = 60 cubic cm The bottom layer has the dimensions 4 and 3, so 4 X 3 = 12 cubic centimeters. There are 5 layers; 12 x 5 = 60 cubic cm. Set 10 Standard Question Answer 5.G.3 1 b. all parallelograms have four sides 5.NF.1 2 C. 9/12 + 8/12 5.G.4 3 Short Answer: 1.) Quadrilateral 2.) Parallelogram 3.) Square A correct explanation may include that

34 all Quadrilaterals have 4 sides so all the shapes listed would fall under quadrilateral. A parallelogram is any quadrilateral with two sets of parallel sides and all the other shapes fall under parallelogram. A square would be last because it is a specific parallelogram that is a rectangle with equal sides and equal angles. Set 11 Standard Question Answer 4.NF.1 1 B. 9/12 5.NF.1 2 B. 17/24 5.NF.2 3 Short Answer: 1/3 + 4/6 = 2/6 + 4/6 = 6/6 = 1 whole candy bar There wasn t any left because they ate the whole candy bar. The explanation could also include a visual fraction model. Set 12 Standard Question Answer 5.NF.2 1 C. ½ 5.NF.4 2 C. 5.NF.7 3 Short Answer: Look for an appropriate story or word problem. For example, four students split 2/3 of a pizza. How much of the pizza did each student get? The answer should include a visual fraction model. 4.NF.1 4 Short Answer: The denominator is 8. The explanation could include drawing a visual fraction model that shows

35 2/16 of one bar is equivalent to 1/8 of another bar the same size. The explanation could also include simplifying 2/16 by dividing the numerator and the denominator by 2. Set 13 Standard Question Answer 5.NF.1 1 D. 55/12 5.NF.2 2 B. 9/12 4.NF.2 3 Short Answer: ¾ < 7/8. Students may draw a number line, two fraction bars, or any other fractional models in which ¾ and 7/8 are marked showing that ¾ is less than 7/8. Set 14 Standard Question Answer 5.NF.3 1 B. 7-8 tennis balls 5.NF.4 2 D. 5.NF.1 3 Short Answer: 2/60 or 1/30 Students may find the difference by finding a common denominator for 1/5 and 2/12 and then subtracting the fractions. Students might also subtract by drawing fraction models. Set 15 Standard Question Answer 5.NF.5 1 B. The product will be less than NF.6 2 A. 1/3 5.NF.1 3 Short Answer: 3/12 or ¼ of the day Students may include the equation: 1/6 + 1/12 =

37

### 5 th Grade Common Core. Math Review. 40 Pages. All Standards. Jennifer Findley

5 th Grade Common Core Math Review 40 Pages All Standards Jennifer Findley The first 30 pages contain standards in all 5 domains, grouped this way: The last ten pages contain only Number and Operation

### {[2 x (3+5)] 9}= {[2 x 8] 9}= {16 9}=

{[2 x (3+5)] 9}= {[2 x 8] 9}= {16 9}= 7 5.OA.1 Subtract 6 from 24 = 24-6 Add 12 and 13 = 12 + 13 Multiply 8 by 2 = 8 x 2 Divide 36 by 6 = 36 6 5.OA.2 X and Y Start at O Rule for X- Add 3 Rule for Y- Add

### 5 th Grade Mathematics Scope and Sequence

5 th Grade Mathematics Scope and Sequence Domain Standard Quarter 1 Length: 44 Days Number and Operations in Base Ten 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10

### I can statements for NBT 1-7 1st attempt 2nd attempt mastered

MATH NAME: I can statements for OA1-3 1st attempt Date 2nd attempt Date Mastered statement I can write expressions using parenthesis, brackets and braces based on wording such as add 5 and then divide

### Page 1 of 11 02/13/15

1 How many centimeters are in 3 meters? Multiply or Divide Using Equivalents 1 How many meters are in 500 centimeters? Use at least two different methods to solve. To convert from one unit of measurement

### Blackwater Community School Curriculum Map

Blackwater Community School Curriculum Map 205-206 Fifth Grade Quarter 3 Module 4: Multiplication and Division of Fractions and Decimal Fractions - Part 2, Topics E-H Approximately 2 Days - Begin around

### CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE

School: Cumberland County Elementary CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Math Grade: 5th Benchmark Assessment 1 Instructional Timeline: Weeks 1-9 Topic(s):

### Math Core Curriculum Fifth Grade. Operations and Algebraic Thinking

Math Core Curriculum/Fifth Grade/Overview Math Core Curriculum Fifth Grade Attached are 19 posters and 5 checklists for use with students. These posters have been designed to help guide Fifth Grade students

### Tantasqua/Union 61 Math Alignment GRADE 5

Tantasqua/Union 61 Math Alignment GRADE 5 Massachusetts Frameworks Domain Massachusetts Standard GO Math Operations and Algebraic Thinking A. Write and interpret numerical expressions. B. Analyze patterns

### Use grouping symbols including parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols

Operations and Algebraic Thinking AR.Math.Content.5.OA.A.1 AR.Math.Content.5.OA.A.2 Write and interpret numerical expressions Use grouping symbols including parentheses, brackets, or braces in numerical

### 5.OA.1 5.OA.2. The Common Core Institute

Operations and Algebraic Thinking The Common Core Institute Cluster: Write and interpret numerical expressions. 5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions

### Bridges Grade 5 Supplement Sets Correlations to Common Core State Standards

Bridges Grade 5 Supplement Sets Correlations to Common Core State s By Set Set A4 Set A6 Set A9 Number & Operations: Long Division...2 Number & Operations: Fraction Concepts...2 Number & Operations: Multiplying

### Mathematics Grade 5. COMMON CORE STATE STANDARDS for MATHEMATICS

Mathematics Grade 5 In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication

### Grade 5. Massachusetts Curriculum Framework for Mathematics 48

Grade 5 Introduction In grade 5, instructional time should focus on four critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication

### 3teacherchicks.blogspot.com

Represent and solve problems involving multiplication and division. 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example,

### Prairie-Hills Elementary School District 144 5th Grade ~ MATH Curriculum Map Quarter 1 Quarter 1 Domain(s):

Prairie-Hills Elementary School District 144 5 th Grade ~ MATH Curriculum Map Quarter 1 Quarter 1: August, September, and October Domain(s): Number and Operations in Base Ten Cluster(s): Perform operations

### Common Core Math Curriculum Map

Module 1 - Math Test: 8/2/2013 Understand the place value system. 5.NBT.1 * 5.NBT.2 * 5.NBT.3 * 5.NBT.4 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents

### Common Core Math Curriculum Map

Module 1 - Math Test: 9/25/2013 Write and interpret numerical expressions. 5.OA.1 * 5.OA.2 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. (A).

### COURSE LEVEL UNIT/FOCUS Desired Results Transfer Meaning Acquisition

COURSE: Mathematics LEVEL: Grade 5 UNIT/FOCUS: Decimal Concepts Desired Results Related standard(s): 5.NBT.1 5.NBT.3 5.NBT.4 Transfer Students will be able to independently use their learning to Apply

### Fifth Grade Math Pacing Guide. Chapter One Whole Numbers (10 Days)

Chapter One Whole Numbers (10 Days) Common Core 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of

### Academic Vocabulary: 5.MD.01 convert, measurement, measurement system, standard measurement unit, conversion factor

Emphasis: Understanding Volume Students expand their understanding of geometric measurement and spatial structuring to include volume as an attribute of three-dimensional space. In this Emphasis students

Grade 5 In grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions

Mathematics Grade 5 In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication

### DRAFT EAST POINSETT CO. SCHOOL DIST. - GRADE 5 MATH

Module 1 - Math Test: 10/29/2015 Understand the place value system. 5.NBT.1 * 5.NBT.2 * 5.NBT.3 * 5.NBT.4 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it

### Mohawk Local Schools. 5 th Grade Math

Mohawk Local Schools Quarter 5 th Grade Math 3 Curriculum Guide Mathematical Practices 1. Make Sense of Problems and Persevere in Solving them 2. Reasoning Abstractly & Quantitatively 3. Construct Viable

### Mohawk Local Schools. 5 th Grade Math

Mohawk Local Schools Quarter 3 Critical Areas of Focus Being Addressed: o Fractions o Decimals o Geometry o 5 th Grade Math Curriculum Guide Mathematical Practices 1. Make Sense of Problems and Persevere

### Common Core Performance Standards Fifth Grade

Common Core Performance Standards Fifth Grade Common Core Performance Standards: Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Order of Operations and Whole Numbers Multiplying

### Common Core State Standards & Long-Term Learning Targets Math, Grade 5

Common Core State Standards & Long-Term Learning Targets Math, Grade 5 Grade level 5 Discipline(s) CCSS - Math Dates April, 2012 Author(s) Dirk Matthias & Myra Brooks Fluency is defined as accuracy, efficiency,

### Common Core Standards for Mathematics. Grade 5. Operations and Algebraic Thinking Date Taught

Operations and Algebraic Thinking Write and interpret numerical expressions. 5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2.

### GRADE 5. Operations & Algebraic Thinking - Domain

Write and interpret numerical expressions. CLUSTERS: 1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 2. Write simple expressions that record

### Mississippi 5 th GRADE MATH Pacing Guide

Mississippi 5 th GRADE MATH 2019-2020 Pacing Guide Note: The Mississippi College- and Career-Readiness Standards describe the varieties of expertise that mathematics educators should seek to develop in

### PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide Date Revised 6/27/18

Grade Level: Fifth Subject: Math Time: Core Text: Engage New York Time/Days Module Topic Standard/Skills *Repeated/Reinforced Assessment Resources August 7 - September 30 Module 1 Place Value and Decimal

### 5 th to 6 th Grade Math Summer Packet. Given to Fifth Graders in June Going to Sixth Grade. Math Packet Grade 6. Page 1 of 8

Given to Fifth Graders in June Going to Sixth Grade Math Packet Grade 6 2016 Page 1 of 8 COMMON CORE STATE STANDARDS INITIATIVE - MATHEMATICS GRADE 5 DOMAIN: OPERATIONS and ALGEBRAIC THINKING OA Standard

### Essential Skill: Understand the place value system. What it looks like:

Essential Skill: Understand the place value system. 1. Recognize that in a multi digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what

### Mississippi 5 th GRADE MATH Pacing Guide

Mississippi 5 th GRADE MATH 2017-2018 Pacing Guide Note: The Mississippi College- and Career-Readiness Standards describe the varieties of expertise that mathematics educators should seek to develop in

### Operations and Algebraic Thinking

5.OA.A Write and interpret numerical expressions Operations and Algebraic Thinking 5.OA.A.1 Use grouping symbols including parentheses, brackets, or braces in numerical expressions, and evaluate expressions

### Lincoln Elementary School Curriculum Prioritization and Mapping 5th Grade Math

Lincoln lementary School Curriculum Prioritization and Mapping Timeline Priority Standard Learning Targets Unit 1: 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions

### Associative Property of Addition. Associative Property of Multiplication and 1

Page 1 1. Find the property that each equation shows. Write the equation in the correct box. 11 ( 6) = (11 ) 6 1 + 27 + 18 = 27 + 1 + 18 1 + (12 + 11) = (1 + 12) + 11 18 2 = 2 18 1 = 72 + 0 = 72 Commutative

### for the Common Core State Standards 2012 to the Common Core Georgia Performance Standards Grade 5

A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 5 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K-12 Mathematics

### Milestones Review 2016 Math

Milestones Review 2016 Math CCGPS Day 1 Write an expression that shows subtract 5 from 9 and then multiply the result by 6. Write an expression that shows the quotient of 72 and 9 multiplied by 3 Interpret

### Topic 15 Classifying Plane Figures

Topic 15 Classifying Plane Figures Name Test Date Topic 15 Vocabulary Cards polygon polygon A closed plane figure made up of line segments regular polygon Fold here regular polygon A polygon that has sides

### Name: Class: Date: ID: A

Name: Class: Date: 5 Short Answer Estimate by rounding to the nearest whole number. 1. 114.3406 19.2647 Subtract. 2. 7.42 1.9 Evaluate each expression for the given value of the variable. 3. 5w if w =

### Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

(OA) Operations and Algebraic Thinking Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.1 Parentheses, Brackets, Braces in Numerical Expressions

### Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 3

Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 3 Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA.1

### The School District of Palm Beach County Fifth Grade Mathematics Scope rd Trimester

Unit & Go Math! & lessons from each Measurement and Data MA.5.G.5.3 MD.1.1 Convert like measurement units within a given measurement system. Convert among different-sized standard measurement units within

### DCSD Common Core State Standards Math Pacing Guide 5th Grade. Trimester 1

Trimester 1 CCSS Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others.

### GTPS Curriculum 5 th Grade Math. Topic: Topic 1 - Understand Place Value

Topic: Topic 1 - Understand Place Value Understand the place value system. 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place

### Fifth Grade Math Standards by Nine Weeks for

First Nine Weeks: Aug. 17 Oct. 13, 2015 FIRST 5 DAYS: Establish Classroom Routines and Procedures MODULE 3: Addition and Subtraction of Fractions Use equivalent fractions as a strategy to add and subtract

### The descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade.

Mathematics Grade 5 The descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade. Operations and Algebraic Thinking Students build

### The descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade.

Mathematics Grade 5 The descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade. Operations and Algebraic Thinking Students build

### Casey County Schools- 5 th Grade Math Curriculum Map

Week(s) Standard I can statement(s) Critical Vocabulary Weeks 1-2 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right

### Quarter Core Standards Grade 5 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments

5.NBT.: Recognize that in a multi-digit number, a digit in one place represents 0 times as much as it represents in the place to its right and /0 of what it represents in the place to its left. Recognize

### Correlation. Common Core State Standards for Mathematics Grade 5. Grade 5 Investigations 3. Operations and Algebraic Thinking 5.OA

CORRELATION Correlation The following is a correlation of to the Common Core State Standards for Mathematics. Assessment Benchmarks are included with their associated standards. Common Core State Standards

### 3RD GRADE COMMON CORE VOCABULARY M-Z

o o o 3RD GRADE COMMON CORE VOCABULARY M-Z mass mass mass The amount of matter in an object. Usually measured by comparing with an object of known mass. While gravity influences weight, it does not affect

### Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 5

Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 5 Operations and Algebraic Thinking (OA) Write and interpret numerical expressions 5.OA.1 Use parentheses,

### Pre- Assessment, Rules, Procedures and Anchor Lessons. L30: Classify Two- Dimensional Figures WEEK THREE. 5.G.B.4 Classify two- dimensional

5 TH GRADE MATH PACING GUIDE: 1st Nine Weeks UNIT Three: Operations and Algebraic Thinking and Geometry Week Lesson Standards Target Other Materials/Resources ONE TWO Prerequisites Pre- Assessment, Rules,

### Grade 5 Math Performance Rubric

5 Grade 5 Math Performance Rubric Math Content Areas Operations and Algebraic Thinking Numbers and Operations in Base Ten Numbers and Operations Fractions Measurement and Data Geometry Operations and Algebraic

### Scott Foresman Investigations in Number, Data, and Space Content Scope & Sequence Correlated to Academic Language Notebooks The Language of Math

Scott Foresman Investigations in Number, Data, and Space Content Scope & Sequence Correlated to Academic Language Notebooks The Language of Math Grade 5 Content Scope & Sequence Unit 1: Number Puzzles

### 5th Grade Units (as articulated through Diocese of Tucson ACE Collaborative Curriculum Design 2012) Unit 1: Mathematical Operations with Whole Numbers

5th Grade Units (as articulated through Diocese of Tucson ACE Collaborative Curriculum Design 2012) Unit 1: Mathematical Operations with Whole Numbers 5.OA.1. Use parentheses, brackets, or braces in numerical

### Year in Review Math Checklist for Common Core A Common Core Printable

Year in Review Math Checklist for Common Core A Common Core Printable By Mathtastic Use these checklists in conjunction with Mathtastic s 5th Grade Year in Review Assessments (Coming Soon) STUDENT NAME:

### ELEMENTARY MATH GRADE 5. The Level 2 student is approaching proficient in

ELEMENTARY MATH GRADE 5 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient The Level 1 student is below The Level 2 student is approaching proficient in The Level 3 student

### 5th grade Math Teacher Companion Document

5th grade Math Teacher Companion Document Standard Beginning (1) Progressing (2) Proficient (3) Exceptional (4) Essential Idea Unable to perform the skill is even with able to perform the skill. Operations

### Measurement and Geometry

Name Date Class Review for Mastery: Converting Customary Units You can use the table below to convert customary units. Length 1 foot = 1 inches 1 yard = 36 inches 1 yard = 3 feet 1 mile = 5,80 feet 1 mile

### Study Guide for the Instructional Unit 2 Test (Fractions, Decimals and Percent)

Name: Block: Date: Study Guide for the Instructional Unit Test (Fractions, Decimals and Percent) Directions: Read each question carefully. Choose the best answer, or answers, for each question. Work with

### 5 th Grade LEUSD Learning Targets in Mathematics

5 th Grade LEUSD Learning Targets in Mathematics 6/24/2015 The learning targets below are intended to provide a guide for teachers in determining whether students are exhibiting characteristics of being

### Bailey Kirkland Education Group, LLC Common Core State Standard I Can Statements 5 th Grade Mathematics 6/18/2013

Bailey Kirkland Education Group, LLC Common Core State Standard I Can Statements 5 th Grade Mathematics 6/18/2013 CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT)

### Georgia Department of Education GSE Fifth Grade Curriculum Map. Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Order of Operations and Whole Numbers GSE Fifth Grade Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Adding and Multiplying and 2D Figures Volume and Geometry and the Show What

th 5 Grade Common Core Math Printable Review Problems Standards Included:.-Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the

Table of Contents Introduction... Division by Tens... 38 Common Core State Standards Correlation... Division of -Digit Numbers... 39 Student Practice Pages Number Lines and Operations Numbers Inverse Operations

### Dividing Rectangles into Rows and Columns Part 1. 2nd Grade. Slide 1 / 201 Slide 2 / 201. Slide 3 / 201. Slide 4 / 201. Slide 6 / 201.

Slide / 0 Slide / 0 nd Grade Geometry Presentation Part 05--0 www.njctl.org Slide / 0 Table of Contents Presentation D Shapes - Sides and Angles - Part D Shapes - Part Lab: D Shapes Lab D Shapes - Part

### The School District of Palm Beach County 5 th Grade Mathematics Scope st Trimester. 13 days: August 18 September 6

1 st Trimester Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) OA.1.1 OA.1.2 NBT.1.1 Write and interpret numerical expressions. Use parentheses, brackets, or braces in numerical

### Achievement Level Descriptors Mathematics Grade 5

Achievement Level Descriptors Mathematics Grade 5 ALD Standard Level 2 Level 3 Level 4 Level 5 Policy demonstrate a below satisfactory level of success with the challenging content of the Florida Standards.

### Unit 4, Lesson 14: Fractional Lengths in Triangles and Prisms

Unit 4, Lesson 14: Fractional Lengths in Triangles and Prisms Lesson Goals Use multiplication and division to solve problems involving fractional areas and lengths in triangles. cubes with fractional edge

### Make sense. Reason A & Q

In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and

### Coached Instruction Supplement

Practice Coach PLUS Coached Instruction Supplement Mathematics 5 Practice Coach PLUS, Coached Instruction Supplement, Mathematics, Grade 5 676NASP Triumph Learning Triumph Learning, LLC. All rights reserved.

Domain: Operations and Algebraic Thinking - 4.OA Vocabulary Examples, Activities, Responses Use the four operations with whole numbers to solve problems. 4.OA.1 Interpret a multiplication equation as a

* Full credit will be provided to students answers that are not reduced to lowest terms in order to assess the standard. Measurement and Data 2: Make a line plot to display a data set of measurements in

### North Adams Public Schools 5 th Grade Math Curriculum Map Unit: 1 - Addition and Subtraction with Fractions

Unit: 1 - Addition and Subtraction with Fractions Pacing: 20 Days (Sept.) From the previous year, students should have mastered: Representing fractions as sums of unit fractions Composed and decomposed

### The School District of Palm Beach County 5 th Grade Mathematics Scope st Trimester. 13 days: August 20 September 8

1 st Trimester Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) OA.1.1 OA.1.2 NBT.1.1 Write and interpret numerical expressions. Use parentheses, brackets, or braces in numerical

### Summer Math Learning Packet for Students Entering. Grade 6. SFTitle I

Summer Math Learning Packet for Students Entering Grade 6 Dear Parents, The attached packet provides a range of activities that review the skills and concepts that your child explored this year in their

### Second Quarter Benchmark Expectations for Units 3 and 4

Mastery Expectations For the Fifth Grade Curriculum In Fifth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Developing addition/subtraction fluency with fractions,

### Wentzville School District Curriculum Development Template Stage 1 Desired Results

Wentzville School District Curriculum Development Template Stage 1 Desired Results WSD Overarching Essential Question WSD Overarching Enduring Understandings Students will consider How do I use the language

### Westside Middle School 5th Grade Math Curriculum Map

Westside Middle School 5th Grade Math Curriculum Map 2018-2019 Teacher: Jones & Wann Revised: 7.19.17 Map is still under construction and will be revised throughout the year. WESTSIDE MIDDLE SCHOOL 5TH

### CORRELATION of the Understanding Numeration PLUS & Understanding Math PLUS programs with MICHIGAN CONTENT STANDARDS Grade 5 APRIL 2007

CORRELATION of the Understanding Numeration PLUS & programs with Grade 5 APRIL 2007 Note: a. The series of programs consist of 10 programs written for Kindergarten to 10th Grade. The 10 programs are: Understanding

### IntelliSeeds Common Core Standards Alignment

Grade Domain or Conceptual Theme 5 OA 1 5 OA 2 5 OA 3 5 NBT 1 IntelliSeeds Common Core Standards Alignment Standard # Standard CC.5.OA.1 Write and interpret numerical expressions. Use parentheses, brackets,

### 5TH GRADE COMMON CORE VOCABULARY M-Z

o o o. 5TH GRADE COMMON CORE VOCABULARY M-Z mass mass mass The amount of matter in an object. Usually measured by comparing with an object of known mass. While gravity influences weight, it does not affect

### th Grade Math Curriculum Map

Standards Quarter 1 Dates Taught (For Teacher Use) Number and Operations in Base Ten Understand the place value system (Major Work) 5.NBT.1 Recognize that in a multi-digit number, a digit in one place

### For full credit, show all work. Label all answers. For all problems involving a formula you must show the formula and each step. LABEL!

Accelerated Review 0: Polygons and Circles Name: For full credit, show all work. Label all answers. For all problems involving a formula you must show the formula and each step. LABEL! Find the area and

Kingdom of Bahrain Ministry of Education Private Educational Directorate Ahlia school MATHEMATICS DEPARTMENT 2017-2018 Revision Booklet For the 2 nd semester Final Exam Grade 6 NAME : DATE : Prepared by

### Number Sense. Mary weighs a marshmallow to be 7.2 grams. How much would you expect 10 marshmallows

INDIANA ACADEMIC STANDARDS Number Sense 5.NS.1 Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using >, =, < symbols..2.5.75 5.NS.2 Explain

### California Standard Study Island Topic Common Core Standard

State: CA Subject: Math Grade Level: 4 California Standard Study Island Topic Standard NUMBER SENSE 1.0: Students understand the place value of whole numbers and decimals to two decimal places and how

### AIMS Common Core Math Standards Alignment

AIMS Common Core Math Standards Alignment Fifth Grade Operations and Algebraic Thinking (5.OA) 1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

### SCOPE AND SEQUENCE CHART

GRADE 5 MATH 5 SCOPE AND SEQUENCE CHART Unit Name Unit Description Georgia Standards of Excellence 1 Order of Operations and Whole Numbers Solve problems by representing mathematical relationships between

### Next Generation Math Standards----Grade 3 Cognitive Complexity/Depth of Knowledge Rating: Low, Moderate, High

Next Generation Math Standards----Grade 3 Cognitive Complexity/Depth of Knowledge Rating: Low,, BIG IDEAS (3) BIG IDEA 1: Develop understandings of multiplication and division and strategies for basic

### 6.G.1. SELECTED RESPONSE Select the correct answer. CONSTRUCTED RESPONSE. 3. What is the area of this shape?

6.G.1 SELECTED RESPONSE Select the correct answer. 3. What is the area of this shape? 1. What is the area of the triangle below? 5.65 cm 10.9375 cm 11.5 cm 1.875 cm 48 in 144 in 96 in 88 in 4. What is

### FRACTIONS. Printable Review Problems. Kristine Nannini

FRACTIONS Printable Review Problems Standards Included: 4.NF.1- Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and

### MCSD Math Curriculum Map ~ 5 th Grade

MCSD Math Curriculum Map ~ 5 th Grade Common Core State Standard PA Core Standard CC.2.1.5.B.1 Apply place value concepts to show an understanding 5.NBT.1, 5.NBT.2, 5.NBT.3, 5.NBT.4 of operations and rounding