"Unpacking the Standards" 5th Grade Student Friendly "I Can" Statements I Can Statements I can explain what the remainder means in a word problem.

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1 I can describe geometric properties and use them to solve problems. 5th Grade I can explain what the remainder means in a word problem I can solve problems more than one way. I can explain how I solved problems whole numbers. fractions. decimals I can verbally communicate fractions. I can verbally communicate mixed numbers. I can verbally communicate decimals. I can use models to demonstrate my estimates I can match fractions to diagrams. I can match fractions to symbols. I can match mixed numbers to diagrams. I can match mixed numbers to symbols I can use different methods of estimating I can use models to explain inequalities. I can use models to explain simple equations I can identify the math theme in books. I can identify the math theme in videos.

2 I explain what a prime number. I can identify prime numbers up to I can add mixed numbers. I can subtract mixed numbers I can find the prime factorization of a number. I can use prime factorization to find the GCF. I can use prime factorization to find the LCM I can explain how to use the decimal correctly when multiplying and dividing. I understand that division by zero is undefined I can use models to demonstrate adding and subtraction with fractions and decimals I can explain numbers below 0. I can give examples when numbers are used below zero I can use equivalent forms to help add and subtract common fractions and decimals. I can tell you the divisibility rules. I can use the rules to factor numbers. I can make estimates of the sum of fractions. I can make estimates of the sum of decimals. I can make estimates of the differences between fractions. I can make estimates of the differences between decimals I can explain the meaning of an exponent. I can use exponents to show repeated multiplication.

3 I can evaluate an expression by replacing variables with positive numbers I can solve single-step addition problems and graph the answer on a number line. I can solve single-step subtraction problems and graph the answer on a number line. I can solve single-step multiplication problems and graph the answer on a number line. I can solve single-step division problems and graph the answer on a number line I can use variable to represent unknown numbers I can determine if a number given is the correct answer to a problem I can solve math problems using inverse operations I can recognize where fractions go on a number line. I can recognize where decimals go on a number line. I can recognize that fractions and decimals are found between whole numbers on a number line.

4 I can develop the formula for the area of a triangle I can measure angles using the correct units. I can relate the area of a triangle to the area of a parallelogram/rectangle I can separate a convex polygon into rectangles. I can separate a convex polygon into triangles. I can find the area of a convex polygon by adding the area of those rectangles/triangles I can use everyday language to describe line segments from a set of points I can identify the significant digits for measurements I can build a prism using nets. I can build a prism in orthogonal views. I can draw a prism in projective views. I can identify solids by their faces, edges and vertices I can recognize that measurements do not always come out exactly. I can explain the importance of making approximations I can explain that total volume is filling space with same-sized units of volume without gaps I can choose the correct tool for measurement I can view a prism in parts to help calculate surface area and volume I can use the correct units to measure weight. I can use the correct units to measure temperature.

5 I can construct a double bar graph. I can construct a line graph. I can analyze a double bar graph. I can analyze a line graph I can create an investigation to answer a question. I can think about how the way I collect the information will affect the information that I gathered I can explain the difference between categorical and numerical data I can show what information means by putting ordered pairs in the 1st quadrant of a coordinate plane I can explain how the mean describes data. I can explain how the mode describes data. I can explain how the median describes data. I can explain how the range describes data I can identity the outliers from data. I can explain the effect of outliers on the mean. I can explain the effect of outliers on the mode. I can explain the effect of outliers on the median. I can explain the effect of outliers on the range.

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