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

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1 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) Numbers and Operations Fractions (NF) Measurement and Data (MD) Geometry (G) Common Core State Standards for 5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 ( ) is three times as large as , without having to calculate the indicated sum or product. 5.OA.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Operations and Algebraic Thinking (OA) 5.OA OA OA.1.3 Use the order of operations to evaluate numerical expressions. Explain the order of operations. Apply the order of operations to evaluate expressions. *5.OA.1 is part of an Additional Cluster and will only be assessed on the EOY Assessment. This domain is not explicitly addressed in the Performance Level Descriptors. 5.OA.2.1 Interpret a numerical expression into words (without evaluating the expression). 5.OA.2.2 Write simple expressions that record calculations with numbers *5.OA.2 is part of an Additional Cluster and will only be assessed on the EOY Assessment. This domain is not explicitly addressed in the Performance Level Descriptors. 5.OA OA OA OA OA.3.5 Create two numerical patterns from two given rules. Identify relationships between corresponding terms in a pattern. Extend a numerical pattern from a given rule. Determine a rule from a given numerical pattern. Create ordered pairs of the corresponding terms from two patterns. 5.OA.3.6 Plot an ordered pair on a coordinate plane from 2 patterns and justify. *5.OA.3 is part of an Additional Cluster and will only be assessed on the EOY Assessment. This domain is not explicitly addressed in the Performance Level Descriptors. 1

3 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 5.NF.5. Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1. 5.NF.4a.1 Represent a whole number as a fraction. 5.NF.4a.2 Multiply a fraction by a fraction. 5.NF.4a.3 Multiply a fraction by a whole number. 5.NF.4a.4 Use a visual fraction model to represent multiplication of fractions. 5.NF.4a.5 Create a context for a problem involving multiplication of fractions. 5.NF.4b.1 Find the area of a rectangle with fractional side lengths by tiling it with unit squares. 5.NF.4b.2 Relate different strategies for calculating the area of a rectangle. (tiling vs. formula) 5.NF.4b.3 Multiply fractional side lengths to find areas of rectangles. 5.NF.4b.4 Apply my understanding of the area of rectangles to include fractional units. 5.NF.5a.1 5.NF.5a.2 5.NF.5a.3 5.NF.5a.4 Use visual models or manipulatives to interpret multiplication scaling and correctly perform the indicated multiplication. Interpret multiplication scaling by performing the indicated multiplication where one factor is a fraction. Interpret multiplication scaling without performing the indicated multiplication where one factor is a mixed number. Interpret multiplication scaling without performing the indicated multiplication where both factors are fractions. 5.NF.5b.1 Predict the size of the product based on the size of the factors. Ex: fraction x fraction = smaller fraction, fraction x whole number = a fraction of the whole number. 5.NF.5b.2 5.NF.5b.3 5.NF.5b.4 Use visual models or manipulatives to explain when multiplying by a fraction greater than one, the number increases and when multiplying by a number less than one, the number decreases. Explain when multiplying by a fraction greater than one, the number increases and when multiplying by a number less than one, the number decreases. Explain that when multiplying the numerator and denominator by the same number is the same as multiplying by one. 3

4 5.NF.6. Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 5.NF NF.7 Solve real-world problems involving multiplication of fractions and mixed numbers. Understand the relationship between multiplication and division. a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3. 1 b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 (1/5) = 4. 5.NF.7a.1 Use a visual fraction model to divide a unit fraction by a whole number. 5.NF.7a.2 Create a context for a problem involving division of a unit fraction by a whole number. 5.NF.7b.1 Use a visual fraction model to divide a whole number by a unit fraction. 5.NF.7b.2 Create a context for a problem involving division of a whole number by a unit fraction. c. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 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 what it represents in the place to its left. 5.NF.7c.1 Solve real-world problems involving division of unit fractions and whole numbers. Number and Operations in Base Ten (NBT) 5.NBT.1.1 Represent place values of whole numbers through 100,000,000 and decimals to the thousandths with manipulatives or visual models. 5.NBT.1.2 Recognize that in a multi-digit number, the digit to the left is 10x larger and the right is 1/10 smaller. 4

5 5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of NBT.3. Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., = (1/10) + 9 (1/100) + 2 (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 5.NBT.4. Use place value understanding to round decimals to any place. 5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.2.1 Show repeated multiplication of tens as an exponent. 5.NBT.2.2 Use manipulatives to explain patterns in the number of zeros of the product when multiplying a number by powers of NBT.2.3 Explain patterns in the number of zeros of the product when multiplying a number by powers of NBT.2.4 Use manipulatives to explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of NBT.2.5 Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of NBT.3a.1 Read and write decimals to the tenths place using numerals, number names, and expanded form. 5.NBT.3a.2 Read and write decimals to the hundredth place using numerals, number names, and expanded form. 5.NBT.3a.3 Read and write decimals to any place using numerals, number names, and expanded form. 5.NBT.3b.1 Compare decimals to the tenths place using inequality symbols (<,>,=). 5.NBT.3b.2 Compare decimals to the hundredths place using inequality symbols (<,>,=). 5.NBT.3b.3 Compare decimals to any place using inequality symbols (<,>,=). 5.NBT.4.1 Use place value understanding to round decimals to any place. 5.NBT.5.1 Fluently multiply multi-digit whole numbers. 5.NBT NBT.6.2 Determine the quotient of whole numbers with up to 3 digit dividends and 1 digit divisors, which are multiples of ten. Determine the quotient of whole numbers with up to 4 digit dividends and 1 digit divisors, which are multiples of ten. 5.NBT.6.3 Determine the quotient of whole numbers with up to 4 digit dividends and 2 digit divisors. 5

6 5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 5.MD.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. 5.NBT.6.4 Illustrate and explain division using equations, rectangular arrays, and/or area models. 5.NBT.7.1 Add or subtract two decimal numbers to the hundredths without regrouping. 5.NBT.7.2 Add and subtract two decimal numbers to hundredths with regrouping. 5.NBT.7.3 Multiply tenths by tenths. 5.NBT.7.4 Multiply tenths by hundredths. 5.NBT.7.5 Divide decimals with tenths. 5.NBT.7.6 Divide decimals with tenths and/or hundredths. 5.NBT.7.7 Relate the strategy used to a written method and explain the reasoning used. 5.NBT.7.8 Demonstrate computations by using models and drawings. Measurement and Data (MD) 5.MD.1.1 Recall customary units of measurements. 5.MD.1.2 Recall metric units of measurements. 5.MD.1.3 Use manipulatives or visual models to convert different measurement units (customary & metric) within a given measurement system to solve single step problems. 5.MD.1.4 Convert different measurement units (customary & metric) within a given measurement system to solve real world single step problems. 5.MD.1.5 Convert different measurement units (customary & metric) within a given measurement system to solve and create real world multi-step problems. 5.MD.1.6 Choose the appropriate measurement unit based on the given context. 5.MD.2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 5.MD.2.1 Create a line plot to display a data set of measurements in fraction form with denominators of 2 and 4. 5.MD.2.2 Create a line plot to display a data set of measurements in fraction form with denominators of 2, 4 and 8. 5.MD.2.3 Use operations on fractions to solve problems involving information presented in line plots. 5.MD.2.4 Interpret the solution in relation to the data. 6

7 5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 5.MD.3a.1 Understand that unit cubes are used to measure volume of solid figures. a. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 5.MD.5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. 5.MD.3b.1 Understand that unit cubes cannot have gaps or overlap. 5.MD.4.1 Use a visual model to measure volume by counting unit cubes. 5.MD.4.2 Measure volume by counting unit cubes. 5.MD.4.3 Represent the volume of a solid figure as n cubic units. (cm 3, in 3, ft 3, units 3 ). 5.MD.5a.1 Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes. 5.MD.5a.2 Relate volume to the operation of multiplication and addition. 5.MD.5a.3 Measure volume with unit cubes and show that it is the same as: multiplying the side lengths, multiplying the edge lengths, and multiplying the height by the area of the base. 5.MD.5b.1 Apply the formulas (V= l x w x h) & (V = B x h) to solve real world and mathematical problems. 5.MD.5b.2 Create real-world and mathematical problems that would be solved by finding volume. b. Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by 5.MD.5c.1 Recognize volume is additive by finding the volume of solid figures of two non-overlapping parts. 7

8 adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.2. Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5.G.4. Classify two-dimensional figures in a hierarchy based on properties. 5.MD.5c.2 Recognize volume is additive by finding the volume of solid figures of two or more non-overlapping parts. Geometry (G) 5.G G G G G G G G G G G.4.3 Label the axes, quadrants and origin on the coordinate plane. Identify ordered pairs. Plot points on the coordinate plane. Represent real-world and mathematical problems by locating or graphing points in the first quadrant of a coordinate plane. Represent real-world and mathematical problems by locating and graphing points in the first quadrant of a coordinate plane. Interpret coordinate values in the context of the situation. Create real-world and mathematical problems that require locating and graphing points in the first quadrant of the coordinate plane. Understand that shared attributes categorize twodimensional figures. Classify two-dimensional figures based on properties. Classify two-dimensional figures in a hierarchy based on properties. Demonstrate that attributes belonging to a category of two-dimensional also belong to all subcategories of that category. 8

9 5.G.4.4 Use appropriate tools to determine similarities and differences between categories and subcategories. 9

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