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The
fifth-grade standards place emphasis
on developing proficiency in using
whole numbers, fractions, and decimals
to solve problems. Students will collect,
display, and analyze data in a variety
of ways and solve probability problems,
using a sample space or tree diagram.
Students also will solve problems
involving volume, area, and perimeter.
Students will be introduced to variable
expressions and open sentences.
While learning mathematics, students
will be actively engaged, using concrete
materials and appropriate technologies
such as calculators and computers.
However, facility in the use of
technology shall
not be regarded as a substitute for
a student’s understanding of quantitative
concepts and relationships or for
proficiency in basic computations.
Mathematics has its own language,
and the acquisition of specialized
vocabulary and language patterns
is crucial to a student’s understanding
and appreciation of the subject.
Students should be encouraged to
use correctly
the concepts, skills, symbols, and
vocabulary identified in the following
set of standards.
Problem solving has been integrated
throughout the six content strands.
The development of problem-solving
skills should be a major goal of
the mathematics program at every
grade
level. Instruction in the process
of problem solving will need to
be integrated early and continuously
into each student’s mathematics
education. Students must be helped
to develop
a wide range of skills and strategies
for solving a variety of problem
types. |
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| 5.1 |
The
student will
- read, write,
and identify the place
values of decimals through
thousandths;
- round decimal numbers
to the nearest tenth or
hundredth; and
- compare
the values of two decimals
through
thousandths, using the symbols >, <,
or =.
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| 5.2 |
The
student will
- recognize
and name commonly used fractions (halves,
fourths, fifths, eighths,
and tenths) in their equivalent
decimal form and vice versa;
and
- order a given
set of fractions
and decimals from least
to greatest. Fractions will
include like and unlike
denominators limited to
12 or less, and mixed numbers.
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| 5.3 |
The
student will create and solve
problems involving addition, subtraction,
multiplication, and division of whole-number,
using paper and pencil, estimation,
mental computation, and calculators. |
| 5.4 |
The
student will find the sum, difference,
and product of two numbers expressed
as decimals through thousandths,
using an appropriate method of
calculation, including paper and
pencil, estimation, mental computation,
and calculators. |
| 5.5 |
The
student, given a dividend of four
digits or fewer and a divisor
of two digits or fewer, will find
the quotient and remainder. |
| 5.6 |
The
student, given a dividend expressed
as a decimal through thousandths
and a single-digit divisor, will
find the quotient. |
| 5.7 |
The
student will add and subtract
with fractions and
mixed numbers, with and without
regrouping, and express answers
in simplest form. Problems will
include like and unlike denominators
limited to 12 or less. |
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| 5.8 |
The
student will describe and determine
the perimeter of a polygon and
the area of a square,
rectangle, and right triangle,
given the appropriate measures. |
| 5.9 |
The
student will identify and describe
the diameter,
radius, chord, and circumference
of a circle. |
| 5.10 |
The
student will differentiate between perimeter, area,
and volume and
identify whether the application
of the concept of perimeter, area,
or volume is appropriate for a
given situation. |
| 5.11 |
The
student will choose an appropriate
measuring device and unit
of measure to solve problems
involving measurement of
- length–part
of an inch (1/2, 1/4, and
1/8), inches, feet, yards,
miles, millimeters, centimeters,
meters, and kilometers;
- weight/mass–ounces,
pounds, tons, grams, and
kilograms;
- liquid
volume–cups,
pints, quarts, gallons,
milliliters, and liters;
- area–square
units; and
- temperature–Celsius
and Fahrenheit units.
Problems
also will include estimating the
conversion
of Celsius and Fahrenheit units
relative to familiar situations
(water freezes at 0°C and 32°F,
water boils at 100°C and 212°F,
normal body temperature is about
37°C and 98.6°F. |
| 5.12 |
The
student will determine an amount
of elapsed time in
hours and minutes within a 24-hour
period. |
| 5.13 |
The
student will measure and draw
right, acute, and obtuse angles and triangles,
using appropriate tools. |
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| 5.14 |
The
student will classify angles and
triangles as right, acute, or
obtuse. |
| 5.15 |
The
student, using two-dimensional
(plane) figures (square, rectangle,
triangle, parallelogram, rhombus,
kite, and trapezoid) will
- recognize, identify, describe,
and analyze their properties
in order to develop definitions
of these figures;
- identify and explore congruent,
noncongruent, and similar
figures;
- Investigate and describe
the results of combining
and subdividing shapes;
- identify and describe
a line of symmetry; and
- recognize the images of
figures resulting from geometric
transformations such as
translation (slide), reflection
(flip), or rotation (turn).
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| 5.16 |
The
student will identify, compare,
and analyze properties of three-dimensional (solid)
geometric shapes (cylinder, cone,
cube, square pyramid, and rectangular
prism). |
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| 5.17 |
The
student will
- solve problems
involving the probability
of a single event by using
tree diagrams or by constructing
a sample space representing
all possible results;
- predict the
probability of outcomes
of simple experiments, representing
it with fractions or decimals
from 0 to 1, and test the
prediction; and
- create a
problem statement involving
probability and based on
information from a given
problem situation. Students
will not be required to
solve the created problem
statement.
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| 5.18 |
The
student will, given a problem
situation, collect, organize,
and display a set of numerical
data in a variety of forms, using
bar graphs, stem-and-leaf plots,
and line graphs, to draw conclusions
and make predictions. |
| 5.19 |
The
student will find the mean, median,
mode, and range of a set of data. |
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| 5.20 |
The
student will analyze the structure
of numerical and geometric patterns (how
they change or grow) and express
the relationship, using words,
tables, graphs, or a mathematical
sentence. Concrete materials and
calculators will be used. |
| 5.21 |
The
student will
- investigate
and describe the concept
of variable;
- use a variable
expression to represent
a given verbal quantitative
expression involving one
operation ; and
- write an
open sentence to represent
a given mathematical relationship,
using a variable.
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| 5.22 |
The
student will create a problem
situation based on a given open
sentence using a single variable. |
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Equipment
Available
Updated
Thursday, December 1, 2005